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Suter, J., & M. Giangreco. (2009). Numbers that count: Exploring special education and paraprofessional service delivery in inclusion-oriented schools. The Journal of Special
Education, 43(2), 81-93. Retrieved September 3, 2009, from Research Library.
(Document ID: 1785064241).
This study of paraprofessionals in special education programs notes how paraprofessionals often provide the bulk of student services, given the overburdened nature of the special education system. The authors raise their concerns that paraprofessionals are not fully qualified to give a comprehensive education to students with disabilities. There is a lack of certified teachers in the discipline of special education. This remains problematic, even though paraprofessionals often do interact with their students on a one-to-one basis.
Inclusion:
Koralek, D. (2009). Supporting all kinds of learners. YC Young Children, 64(2), 10-11.
Retrieved September 3, 2009, from ProQuest Education...
(Document ID: 1673585101).
The author suggests that before a student with special needs joins a mainstream classroom, the teacher must conduct an audit of the physical environment and methods currently used and have a support system built into the newly-reconfigured program for both the teacher as well as the students.
Pelsma, Dennis, Deanna Hawes, James Costello, & Michael Richard. (2004). Creating helper children as natural supports. Journal of Professional Counseling, Practice, Theory, & Research, 32(2), 16-27. Retrieved September 3, 2009, from Platinum Periodicals.
(Document ID: 939465421).
This article advocates the mainstreaming of special needs students. It stresses how children without disabilities in an elementary school setting can act as peer counselors and support special need students in a way that facilitates the education of both types of pupils.
Rix, J., K. Hall, M. Nind, K. Sheehy & J. Wearmouth. (2009). What pedagogical approaches can
(Document ID: 939465421).
This article advocates the mainstreaming of special needs students. It stresses how children without disabilities in an elementary school setting can act as peer counselors and support special need students in a way that facilitates the education of both types of pupils.
Rix, J., K. Hall, M. Nind, K. Sheehy & J. Wearmouth. (2009). What pedagogical approaches can
Pedagogic Model for Teaching of Technology to Special Education Students Almost thirty years ago, the American federal government passed an act mandating the availability of a free and appropriate public education for all handicapped children. In 1990, this act was updated and reformed as the Individuals with Disabilities Education Act, which itself was reformed in 1997. At each step, the goal was to make education more equitable and more accessible to
The shift toward standardized testing has failed to result in a meaningful reduction of high school dropout rates, and students with disabilities continue to be marginalized by the culture of testing in public education (Dynarski et al., 2008). With that said, the needs of students with specific educational challenges are diverse and complex, and the solutions to their needs are not revealed in the results of standardized testing (Crawford &
Adolescent Substance Use Screening Instruments: 10-Year Critical Review of the Research Literature Over ten million teenagers in the United States admit in a national survey that they drink alcohol, although it is illegal under the age of 21 in all states. In some studies, nearly one-quarter of school-age children both smoked cigarettes and drank alcohol. Over four thousand adolescents every day try marijuana for the first time. The dangers of use,