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Without steadfast rules and well outlined disciplinary procedures, the students will not respect you.
In order to create a positive atmosphere of expectations, procedures and routines, it is also important to clearly outline to the class what is expected of them. However, in order to empower the classroom students, one beneficial strategy is to allow the students to help develop the classroom rules, procedures and expectations. By bringing the group together and making the classroom environment one in which they assisted in creating, the students will be more likely to both respect it and work with it.
Although there are numerous steps a teacher must take to create a successful learning environment in a full-inclusion classroom, taking firm and clear actions the first days of school are the most important. The purpose is to let the students...
In a sense, it is the teacher's way of making a lasting first impression.
Bibliography:
Gore, M.C. (2003): Successful Inclusion Strategies for Secondary and Middle School Teachers: Keys to Help Struggling Learners Access the Curriculum. SAGE Publications.
Hardmand, Michael L. (2007): Human Exceptionality: School, Community and Family. New York: Houghton Mifflin Company.
Male, Mary. (2002): Technology for Inclusion: Meeting the Special Needs of All Students. Allyn & Bacon, Inc.
Nowicki, Stephen and Marshall P. Duke. (1992): Helping the Child Who Doesn't Fit in. Peachtree Publishers.
Willis, Judy. (2007): Brain-Friendly Strategies for the Inclusion Classroom. Association for Supervision and Curriculum Development.
Bibliography:
Gore, M.C. (2003): Successful Inclusion Strategies for Secondary and Middle School Teachers: Keys to Help Struggling Learners Access the Curriculum. SAGE Publications.
Hardmand, Michael L. (2007): Human Exceptionality: School, Community and Family. New York: Houghton Mifflin Company.
Male, Mary. (2002): Technology for Inclusion: Meeting the Special Needs of All Students. Allyn & Bacon, Inc.
Nowicki, Stephen and Marshall P. Duke. (1992): Helping the Child Who Doesn't Fit in. Peachtree Publishers.
..may establish schools for the education and care of the disabled and schools for special education in a way that matches their abilities and aptitudes." This article takes us back to the idea of isolation not integration, by establishing special schools for the disabled. This is a possibility, not an obligation, in accordance with the Minister of Education's inclinations and preferences." (Fekry, Saeed, and Thabet, 2006) It is stated in
Although this movement has created controversy and has seen mixed results, it has become a major force in the placement and education of children and is expected to expand in the future (King, 2003). Definitions Accommodations: when an aspect of the environment or expectation has been changed so that a child with a disability can be successful at completion of a task. Constituents: a citizen who is represented in a government by
Inclusion Special education as a concept is historically shrouded in controversy. (Seligmann, 2001, p. 1) Additionally the demand for special education funding and implementation has only increased as the number of students recognized as needing special services has continued to grow exponentially within the past forty years. (Macht, 1998, p. 1) The cultural awareness of the challenges and concerns of developmentally delayed students has also increased exponentially since the time when
Inclusion BEHAVIORAL APPROACHES FOR INCLUSION Students with emotional or behavioral problems face serious hurdles both in school and when their education has ended. Few receive services outside the school, making school the only place they receive any help (Mannella et. al., 2002). In recent years, professionals have devised better ways for dealing with these students (Childs et. al., 2001). The approaches include inclusion in regular settings instead of isolating the students in
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
Goal Statement for General Psychology Degree Describe your interest in the general field of psychology and the specific emphasis area you are studying. As I proceed further in the general field of psychology, it is with a sharpening focus on a future as an educational leader. My ambition is to serve an educational community in a role such as the principalship or in an administrative capacity. With an improved understanding of what