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Another important point is that students with disabilities are supported not as if they require extra support, but rather as a natural part of the support that all students can expect in the specific classroom. This is, as seen in the other literature, is an important component of curbing the mental and psychological disadvantages of the more traditional pull-out strategy.
The case study school was also focused on providing high-quality instruction for all students. In addition to high-quality instruction in general education classrooms, the same high quality of instruction is provided for students with disabilities in all the school settings. The school also identified a set of characteristics for high-quality...
It is human nature to be skeptical, at first, of new strategies or new ideas that threaten the status quo. In a profession such as teaching, especially, there are constraints in terms of time and work load when determining whether to accept a new strategy where training could be potentially time and labor intensive. Caskey, Santoli, and McClurg (2008, p.1), for example, conducted a survey of teachers where a predominantly
These teachers, for example, were highly concerned with meeting the needs of all the students in their classrooms. In addition, both teachers and administrators had high expectations for not only academic achievement, but also the behavior of all students. In terms of helping students to achieve these goals, the attitude of the school staff was that of "warm demanders," meaning that a warm and caring attitude is displayed, but not to the detriment of high expectations. The same attitude and emotional stance is displayed towards all students. Another important point is that students with disabilities are supported not as if they require extra support, but rather as a natural part of the support that all students can expect in the specific classroom. This is, as seen in the other literature, is an important component of curbing the mental and psychological disadvantages of the more traditional pull-out strategy.
The case study school was also focused on providing high-quality instruction for all students. In addition to high-quality instruction in general education classrooms, the same high quality of instruction is provided for students with disabilities in all the school settings. The school also identified a set of characteristics for high-quality instruction, providing teachers with achievable goals within their inclusive classrooms.
The issue of teacher attitudes towards students with disabilities is vital to the success of inclusive classrooms and indeed to its implementation in schools where this has not been attempted. It is human nature to be skeptical, at first, of new strategies or new ideas that threaten the status quo. In a profession such as teaching, especially, there are constraints in terms of time and work load when determining whether to accept a new strategy where training could be potentially time and labor intensive. Caskey, Santoli, and McClurg (2008, p.1), for example, conducted a survey of teachers where a predominantly
They computed a variety of measures to determine whether there was in fact a narrowing of a gap between teacher qualifications across wealthier and poorer schools and found that there was. This narrowing -- indicative of changes in hiring practices and policies as a result in NCLB, was positively correlated with improved test scores in those districts with higher poverty populations. The researcher felt there was some possibility, as indicated
Methods Section This research used a quasi-experimental design for third through fifth-grade students from 12 intact classrooms. There were 207 students in the study, which eliminated the possibility of the random assignments of participants. Students were examined in three groups: 68 students were in Group 1 from four noninclusion classrooms; 34 students were in Group 2 from two clustered inclusion classrooms; and 105 students were in Group 3 from six random
Serving students with a full range of abilities and disabilities in the general education class room with appropriate in-class support is how Roach (1995) defines inclusion using this practice. Friend & Bursuck (1996) noted that children with disabilities are considered as full members of the classroom learning community in such setting with their special needs met there. Students with disabilities are helped to establish and maintain social networks and opportunities
Now we have examined two extremes in educational thought that have developed over the past century. Teacher centered and student centered philosophies differ significantly in their approach to the student-teacher relationship. Teacher centered philosophy does not depend on the student's wants and needs at all. Teacher centered philosophy uses antiquated methods, such as rote learning. However, these methods are quickly being replaced by a more student-centered approach. Student centered approaches
Of course, this study was conducted twenty years ago, and the inclusion movement has advanced considerably. Today, students are actually integrated into the classroom and also have the assistance of special education teachers present in the mainstream classroom. They also are more inclined to experience full inclusion instead of partial inclusion. Tarver-Behring, Spagna & Sullivan (1998) define full inclusion as "the existence of only one unified educational system from the
Part One: At-Risk Preschoolers and ADHD At-Risk Preschoolers and Early Developmental Delays Because early intervention can be critical for optimizing student outcomes, identifying at-risk students in preschool has become built into the Individuals with Disabilities Education Act (IDEA). In fact, IDEA also offers guidelines for identifying possible developmental delays in infants and toddlers who are under age three and who would be “likely to experience a substantial developmental delay if early intervention