research paper must be related directly to inclusion. discuss the pros and cons of inclusive education. address issues that are pertinent on each side. Cite at least 10 different resources to support points and conclusions. paper must follow th most recent APA format.
There are faxes for this order.

This is for a grad school special education class.

The instructions for writing the Inclusion paper are as follows:

Research and write a review of the current literature on inclusion.

1. Discuss the pros and cons of inclusive education. Address issues: self-esteem, instruction, modifications, accommadations and support.

2. Address issues you feel are pertinent on each side (pro/con).

3. Cite at least 10 different resources to support your points and conclusions.

4. Your paper must follow the most recent APA format (6th edition)

5. It must be 6-8 pages in length.

Thank You.

Request:(1)Write a one-page summary, including key points, research findings, and your input for this article or document. (2)Use APA format style.

A specific article provided below to write:

Title: Use of self-monitoring and delayed feedback to increase on-task behavior in a post-institutionalized child within regular classroom settings.

Author: O''Reilly, Mark F.; Tiernan, Roisin. Lancioni, Giulio. Source: Education and Treatment of Children v. 25 no1 (Feb. 2002) p. 91-102 ISSN: 0748-8491 Number: BEDI02012116 Copyright: The magazine publisher is the copyright holder of this article and it is reproduced with permission. Further reproduction of this article in violation of the copyright is prohibited.


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DESCRIPTORS: Self-monitoring, Romanian orphans, Inclusive education, Functional assessment, Stereotypy.


Recent court decisions and government policy positions have created opportunities for students with intellectual disabilities to attend their local national schools in the Republic of Ireland (Education Act, 1998; O''Donoghue V. The Minister for Health, The Minister for Education, and The Attorney General, 1993). Until recently, the majority of educational services for these students were provided in segregated special schools (Bennet, Gash, & O''Reilly, 1998). Segregated educational provision continues to be the dominant model for children with moderate levels of disability while any form of systematic educational provision for children with severe/profound disabilities remains in its infancy (Gash, O''Reilly, & Walsh, 1996). Children with intellectual disabilities who are placed in local national schools and their teachers usually have very little access to special education support services. Without the development of specialist support services to such classrooms the educational inclusion of these students may not be successful (e.g., Hunt & Goetz, 1997).

A developing body of literature from the United States is beginning to describe a series of instructional/classroom technologies that seem to be effective in supporting the academic/social inclusion of students with intellectual disabilities in regular classroom settings. For example, the use of cooperative learning or peer tutoring instructional models can enhance academic achievement and social inclusion of students with intellectual disabilities (Hunt, Staub, Alwell, & Goetz, 1994; Robertson & Weismer, 1997). Other researchers have examined various interventions to improve social behaviors of students with disabilities while interacting with peers during play periods at school (Kamps et al., 1992; Pierce & Schreibman, 1997). Various other forms of curriculum modification have been demonstrated to enhance the learning opportunities of students with intellectual disabilities in inclusive classrooms (Dunlap, Kern-Dunlap, Clarke, & Robbins, 1991; Foster-Johnson, Ferro, & Dunlap, 1994).

Self-management techniques have also been forwarded as potentially important strategies that can be used to enhance independent activity and decrease challenging behaviors in classrooms (Koegel, Harrower, & Koegel, 1999). Four strategies of self-management have been described in the literature and include: self-monitoring or self-recording, self-assessment or self-evaluation, self-instruction, and self-reinforcement (Nelson, Smith, Young, & Dodd, 1991). While the functional properties of some of these strategies may differ such strategies can enhance the ability of the student to manage their own behavior and thereby free-up classroom personnel to concentrate on other activities.

Self-monitoring or self-recording is a particular set of strategies whereby the student is taught to discriminate targeted behaviors and to record the occurrence and/or nonoccurrence of these behaviors during predetermined time intervals within a given session or activity. Self-monitoring interventions have proven to be dramatically effective in reducing challenging behavior (e.g., stereotypy) with individuals with severe disabilities such as autism (Koegel & Koegel, 1990). More recently these self-monitoring strategies have been successfully used to increase academic performance and reduce disruptive behavior with 2 students with severe disabilities in regular kindergarten classrooms (Koegel, Harrower, & Koegel, 1999).

The current study extended the analysis of the use of self-monitoring with students with disabilities in regular classrooms in a number of ways. This study was conducted with a student who had suffered severe early deprivation in Romanian orphanages prior to adoption by Irish parents. Some 600 of these children have been adopted by Irish parents in the last decade and a substantial subgroup of these children display developmental delay accompanied by challenging behavior (Lacey, 2001). Frequent forms of challenging behavior displayed by these children include tantrums and quasi-autistic stereotypy the severity of which seem to be associated with length of stay in such orphanages (Fisher, Ames, Chisholm, & Savoie, 1997; Marcovitch, et al., 1997; Rutter et al., 1999). This is the first known study that has applied self-monitoring to treat quasi-autistic stereotypy with such children. Also, the use of a self-monitoring intervention in the classroom with this child was based on the results of a functional assessment that was conducted in an outpatient clinic.

METHOD

PARTICIPANT AND SETTINGS

Pauline was a 13-year-old Romanian girl who was adopted by Irish parents 3 years previously. She had spent the first 10 years of her life in a number of Romanian orphanages where she was reported to have experienced severe deprivation and abuse (e.g., her adopted parents reported that she had spent the first 2 years of her life confined to a crib with minimal adult contact). Psychological assessment immediately prior to this study indicated that she was functioning at the moderate level of developmental disability.

She was referred to the Biobehavioural Unit at the National University of Ireland, Dublin due to problems she was experiencing at school. Assessments (psychiatric interview and outpatient functional assessment) were conducted over a 2 hr period at the Biobehavioural Unit on the University campus. Pauline attended sixth grade in her local National School. Classes at the school were streamed for academic ability and Pauline attended the lower ability classes. She also received one-to-one tuition for English with a resource teacher 4 hr a week. The intervention, derived from the results of this outpatient assessment, was implemented during Gaelic, Religion, and English classes at the school. These classes consisted of 15, 30, and 10 students respectively. Pauline had the same teacher for Gaelic and Religion and changed teacher for English.

TARGET BEHAVIORS

A structured telephone interview was conducted with parents and school personnel. This interview is designed to examine the topography of challenging behavior, potential communicative function of such behavior, current communication skills, and health status of the person. Results of the interview revealed that Pauline engaged in high levels of stereotypic behavior throughout the school day. This behavior was described as interfering with ongoing educational activities. Interview results also seemed to indicate that her behavior did not serve a communicative function (e.g., did not seem to be associated with access to attention or escape from tasks etc.). Stereotypic behavior included, body-rocking (moving back and forth when sitting or swaying from side to side when standing), and hand-gazing (placing a hand in front of her face and staring at it).

The target behavior selected for the classroom intervention was on-task behavior. On-task behavior was operationally defined as Pauline sitting appropriately at her desk with her eyes focused on her work or on her teacher when instruction was being delivered by the teacher to the class. On-task behavior was selected for intervention because it is an adaptive behavior that is incompatible with stereotypic behavior.

PROCEDURE

A multiple baseline design across classes was used to demonstrate experimental control. After an outpatient functional assessment, on-task behavior was measured under baseline conditions (i.e., no interventions were in place) during all three classes until stability occurred. The self-monitoring program was then implemented in Gaelic class while baseline conditions remained during Religion and English classes. The intervention was then sequentially implemented across Religion and English classes. A withdrawal phase was introduced for Gaelic class once on-task behavior had stabilized at acceptable levels (i.e., the self-monitoring materials were removed). This withdrawal was conducted to examine whether the self-monitoring materials were necessary to maintain behavior change.

Outpatient Assessment. The outpatient assessment began with a detailed interview of the mother and father. Immediately following the interview a structured functional assessment was conducted. This assessment was implemented by the parents under the guidance of a psychologist. The psychologist described and modeled how the parents should interact with Pauline during each functional assessment condition immediately prior to each condition. Pauline was systematically exposed to a series of three social conditions in a multielement treatment design fashion. Each condition was implemented for three sessions and each session was 4 min in length. In the alone condition Pauline was observed through a one way mirror while on her own in a therapy room. In the ignore condition both of Pauline''s parents were present in the therapy room. The parents interacted with each other but did not interact with Pauline. Finally, in the instruction condition the father attempted to teach Pauline a variety of tasks that were taken from her current school curriculum. No contingencies were in place for stereotypy during these assessment conditions. These assessment conditions were implemented to examine her stereotypy under low (i.e., alone and ignore conditions) and high (i.e., instruction) levels of stimulation. A traditional functional analysis was not conducted (i.e., Iwata, Dorsey, Slifer, Bauman, & Richman, 1982/1994) as parents seemed quite distressed during the prior interview and such assessments can be stressful for parents to conduct.

Stereotypic behavior was recorded during sessions using a 10s partial interval system. Interobserver reliability was conducted on 44% of sessions by having a second observer simultaneously collect observational data. Interobserver agreement was calculated by dividing the number of agreements by the number of agreements plus disagreements and multiplying by 100%. Mean agreement was 93.75% (range, 79% to 100%). Results of this assessment indicated that high levels of stereotypy occurred across all social conditions which indicated the possibility of a self-stimulatory function (see Results section). The interview also supported the self-stimulatory proposal as parents described a history of severe early impoverishment which can predict such maladaptive behavior (Bowlby, 1969). Based on the results of the interviews and outpatient assessment a self-monitoring intervention was developed and implemented in the school setting with Pauline.

Baseline. Regular classroom instruction occurred under baseline conditions across Gaelic, Religion, and English classes. No self-monitoring materials were available (i.e., wristwatch or self-monitoring sheets). An observer (or two observers during reliability checks) sat unobtrusively in the class and recorded Pauline''s performance during all sessions.

Self-Monitoring Training in Resource Room. Pauline was taught to use the self-monitoring protocol during two 1hr training sessions. These sessions were conducted by two graduate psychology trainees (both were also certified teachers) in a resource room at the school. At the beginning of each training session the trainers discussed the importance of remaining ont-ask during class. Three 4 min training scenarios derived from the Gaelic curriculum were used during training. First, the trainers role played on-task and off-task (i.e., stereotypy) behavior while Pauline observed. For example, one trainer would deliver instruction while the other trainer played the role of student. For each minute of a 4 min scenario a trainer would engage in on-task behavior or off-task behavior. At the end of each minute Pauline was asked to identify whether the trainer had been on-task or off-task during the previous minute. Descriptive verbal praise was delivered for correct answers ("That''s right Pauline. She was off-task because she was rocking back and forth in her chair and staring at her hands. She was not paying attention to what the teacher was writing on the board"). Descriptive corrective feedback was given for incorrect answers. This training continued until Pauline accurately identified on-task and off-task behavior during each of the three scenarios with 100% accuracy on three consecutive trials.

At this point in the training a repeat chronograph wristwatch and self-monitoring sheet was introduced. The wristwatch alarm activated every minute and Pauline was to record whether she was on-task or off-task during the previous minute. The trainers again role played the three classroom scenarios. When the alarm sounded the trainer who role played the student would record on the self-monitoring sheet and would describe aloud the reasons for making that recording (e.g., "I am putting a check mark beside off-task because I was rocking back and forth and looking out the window when I should have been paying attention to the teacher").

Pauline was then instructed to use the self-monitoring sheet to record her own on-task and off-task behavior during the three training scenarios. If Pauline was on-task for 1 min and accurately recorded that she was on-task she received verbal praise and an ink stamp (a consequence which she seemed to enjoy) was placed on her self-monitoring sheet. If she was off-task and accurately recorded this she received verbal praise but no ink stamp. She received corrective feedback if she self-monitored incorrectly. Training continued until she accurately self-monitored on all three classroom scenarios for three consecutive trials.

Self-Monitoring Training in Gaelic Class. One of the trainers sat beside Pauline during two Gaelic classes (about 40 min per class). The trainer unobtrusively delivered feedback (praise or corrective feedback) each minute on accuracy of self-monitoring. At the end of each class the trainer briefly met with Pauline in the resource room and delivered feedback on accuracy of self-monitoring and her on-task behavior during class. In the resource room Pauline received verbal praise and an ink stamp for each interval that she was on-task and had accurately recorded such. She received verbal praise for accurately recording being off task during an interval. Corrective feedback was delivered for incorrect self-monitoring during an interval. The ink stamps were delivered in this manner (i.e., in the resource room following the observations) throughout the remainder of the study.

Independent Self-Monitoring in Gaelic Class. Immediately prior to Gaelic class each day the trainers briefly met with Pauline and prompted her to self-monitor during the upcoming class. They then gave Pauline the necessary self-monitoring materials (i.e., chronograph wristwatch and self-monitoring sheet). One of the trainers sat unobtrusively at the back of the class and recorded on-task behavior and completed a self-monitoring sheet. At the end of the class the teacher briefly met with Pauline in the resource room and compared self-monitoring sheets. Pauline again received verbal praise and an ink stamp on her self-monitoring sheet if she accurately recorded being on task during any 1 min interval, verbal praise if she accurately recorded being off-task during any 1 min interval, and corrective feedback if she recorded incorrectly for any of the 1 min intervals.

Introduction of Self-Monitoring to Religion and English Classes. The self-monitoring intervention was introduced to Religion and English classes using the protocol described under the Independent Self-Monitoring in Galeic Class section described above. Immediately prior to the classes Pauline was given the self-monitoring materials and instructed to use them in class. She then met with one of the trainers in the resource room immediately following the class and received feedback on her self-monitoring as described above.

CLASSROOM OBSERVATIONS AND INTEROBSERVER RELIABILITY

Observation sessions were 10 min in length and a maximum of two sessions were conducted during any one class (i.e., classes in the three subjects lasted 40 min each). On-task behavior was measured using a 10s partial interval recording protocol. Interobserver reliability was conducted on 56% of sessions by having a second observer simultaneously collect observational data in the classroom. Interobserver agreement was calculated by dividing the number of agreements by the number of agreements plus disagreements and multiplying by 100%. Mean agreement was 95% (range, 78% to 100%) for on-task behavior in the classroom.

SOCIAL VALIDITY

The two most well-behaved students in the class were selected by the classroom teachers. On-task behavior of both students was recorded for a total of 15 sessions across baseline and intervention phases of the study. An overall range of on-task behavior was then tabulated for these students (86% to 94%). This provided a range of on-task behavior that teachers might expect to occur in class. Both classroom teachers were also interviewed with regard to the acceptability and effectiveness of the intervention at the end of the study.

RESULTS

The results of the functional assessment are presented in Figure 1. Pauline''s stereotypy was continuous when she was alone in the therapy room. With the exception of one session (i.e., 87.5% of intervals) stereotypy was also continuous in the ignore condition. Stereotypy was high and variable during the instruction conditions (i.e., 62.5%, 91.6%, 54% of intervals).

The results of the self-monitoring intervention in Gaelic, Religion, and English classes are presented in Figure 2. The baseline condition in Gaelic and Religion classes reveal low levels of on-task behavior. The mean levels of on-task behavior for Gaelic and Religion were 32% and 29% respectively. Data from English class reveal that on-task behavior was not low, nevertheless there was much room for improvement as some observations revealed levels of on-task behavior as low as 12%. The mean level of on-task behavior during English class was 53.5%.

Independent self-monitoring resulted in immediate and dramatic increases of on-task behavior across all three classes. Mean levels of performance in Gaelic, Religion, and English classes were 93.5% (range, 84% to 100%), 87% (range, 75% to 95%), and 95% (range, 92% to 100%) respectively. These results indicate that Pauline achieved levels of on-task behavior that were within the range of what her teachers would describe as being well-behaved (86% to 94%). The self-monitoring materials were withdrawn for a period of time during Gaelic class. During this withdrawal condition on-task behavior decreased. When the self-monitoring intervention was re-introduced to Gaelic class on-task behavior returned to acceptable levels.

DISCUSSION

The results of this study demonstrate the effectiveness of a self-monitoring program that included feedback on self-monitoring at the end of each class period to increase on-task behavior. In fact, this student performed within the range of on-task behavior that her teachers would expect of well-behaved students. The teachers noted the dramatic positive changes in the student''s behavior when interviewed at the end of the program (i.e., higher levels of on-task behavior and reduced levels of stereotypy). Teachers also noted that they did not find the intervention and observation protocol to be intrusive and that they would continue to implement the self-monitoring intervention in their classrooms.

The self-monitoring intervention was selected for use in the classroom based on the results of a brief outpatient functional assessment. The results of this functional assessment seemed to indicate that stereotypical behavior occurred almost continuously when the student was not actively engaged in tasks. It was presumed that a self-monitoring program might interrupt such stereotypic responses by prompting the individual to focus on the task at hand. This type of stereotypy is often found in children who have suffered from severe forms of deprivation in infancy and early childhood (Bowlby, 1969) and has been described as quasi-autistic in nature (Rutter et al., 1999). Previous research has demonstrated the effectiveness of self-monitoring interventions to reduce stereotypy with students who were diagnosed with autism (Koegel & Koegel, 1990).

Following training on the use of the self-monitoring strategy for Gaelic class the participant was instructed to use self-monitoring in the classroom and demonstrated immediate and dramatic increases of on-task behavior during that class. Her use of the self-monitoring strategy also generalized successfully to Religion and English classes without further resource room training. These findings further support previous research which has demonstrated how students with severe disabilities can, with minimal difficulties, transfer the use of these strategies across settings (Koegel & Koegel, 1990). With the return to the baseline phase in Gaelic class (i.e., the watch and self-monitoring sheet were removed and she did not receive feedback following class) there was a decreasing trend in performance towards prior baseline levels. This result suggests that increases of on-task behavior were due to the self-monitoring strategy and were not attributable to the presence of the observer (who was also involved in training) in the classroom.

There are a number of limitations with the current study that deserve discussion. The study was conducted with a single case and while these preliminary results are positive there is need to further replicate such procedures with this population. The intervention was conducted during one academic term (lasting approximately 3 months). The long-term effectiveness of the self-monitoring procedure was therefore not evaluated. Future research should examine whether such interventions can produce lasting positive changes with this population. It would have been helpful to measure stereotypy as a separate response topography during the classroom intervention. Such measurement might have allowed for firm statements about the effectiveness of self-monitoring to reduce stereotypy. However, teachers did note a substantial reduction in stereotypy when the intervention was introduced to the classrooms.

While challenging behavior was systematically assessed under a variety of social conditions no contingencies were in place for stereotypy during these assessments. It may have been instructive to conduct a functional analysis using the conditions described by Iwata, Dorsey, Slifer, Bauman, & Richman (1982/1994). A functional analysis may have clarified additional social functions of such stereotypy and may have been helpful in prescribing additional intervention strategies. Future research should include a functional analysis of such behaviors in order to clarify whether they are automatically maintained or whether they serve additional social functions. Future research might also focus on increasing other academic behaviors (e.g., completion of specific academic assignments) in addition to on-task behavior. Being on-task, however, is a necessary prerequisite for academic performance and was chosen for this student because it was incompatible with her challenging behavior (i.e., stereotypy).

Please make sure you receive the fax document xinyuResearch.doc. All instructions are in this doc.
Here is the doc:

Hello. I am in a four-member group that is working on the final project of an introductory master level qualitative and quantitative research course. The general research structure is following.

I. Introduction
? Introduce topic
? Significance of the study
? Purpose of the study and Research Question

II Literature Review
? Discuss and synthesis literature hypothesis
? Present research if there is one

III Methods
? Participants
? Instruments
? Procedure

IV Results
? Actual findings and responses, etc

V Discussion
? Interpret findings
? Implications
? limitations

I am required to the introduction part of our research. The research question is following.

?Are there effects (including academic achievement and performance) of teachers? usage of labeling such as learning disability on students with learning disabilities??

Our conclusion is that there are negative effects. To get better feel of this research project, please read the literature review and the survey attached at the end of this document.

The following is the requirement of the introduction part.

? Four full double spaced pages, APA style.
? No direct quotes, all quotes must be in ?according to Smith (1998)?.? formats. Paraphrase all quotes.
? Use at least six quotes. Three of them must come from the references of the literature review at the end of this document. The other three should come from other sources. They are not necessarily research studies. An article in USA Today on this topic is OK. However, each source must have a workable web link.
? Attach a complete reference page at the end of the four-page introduction.
? Please discuss the significance of the study so readers know why this research study is very important.




Literature Review of the Effects of Labeling on the Academic Performance and Experience of Disabled Youth

The uses of high incidence disability labels, such as learning disability, behavioral disorders, or attention deficit disorder, have long been debated. Critics of labeling argue that the labels themselves have a negative impact on the academic performance of children with those labels. Conversely, proponents of labeling note that the labels are necessary to provide all children with the educational assistance they need. This paper will examine current research labels in schools, and the effects of those labels on the academic performance of students.
Labels affect academic performance both directly and indirectly. In a study by Clark (1997), ninety-seven general education classroom instructors of classes grades kindergarten through sixth grade were studied. The participants, 84 women and 13 men, were from five separate school systems. Random sampling was not used, but rather, intact faculty groups were used (Clark, 1997).
In this study, eight depictions of hypothetical males were created. The hypothetical males had taken a test and failed. For each hypothetical story, three types of information were included. Those were a statement of the hypothetical students? abilities, the typical effort exerted by the student, and an additional informative section labeling four of the boys as learning disabled. Each of the ability and effort statements were matched for either high or low (Clark, 1997).
Following each depiction, each teacher was presented with four questions asking them to provide feedback, rate their anger level, rate their pity level, and rate their expectations. For feedback ratings, the scale from +5 to +1 for rewards and -1 to -5 for punishment was used. The anger and pity scale was from 1 to 7, as was the prediction measure (Clark, 1997).
The data was collected during faculty meetings in one hour sessions. The study found that greater punishments and less rewards were given to those students with lower abilities who expended high efforts and to those boys with learning disabilities. According to Clark, reward and punishments for test failures were not only decided by level of ability and amount of effort, but also by the knowledge of a child?s disability status. Additionally, the amount of reward given appeared to be at least marginally related to the level of disability. The boys with learning disabilities were given moderate levels of reward in all cases, and the non-disabled boys received higher amounts of reward (Clark, 1997).
According to Clark, the study also found that expectation of failure was linked to level of disability. The teachers rated those students with learning disabilities more likely to fail in the future than those without. In three of the four cases, teachers rated the disabled students as more likely to fail (Clark, 1997).
Clark concludes that teachers may unknowingly imply that students with disabilities are less likely to succeed. Clark continues the discussion by pointing out that schoolchildren throughout previous research have been shown to internalize their teachers? opinions and expectations, and that this lack of confidence from teachers may explain a part of the failure rate of children labeled learning disabled (Clark, 1997).
Clark and Artiles (2000) contrasted the above findings with a similar study in Guatemala to determine if the labeling of special education students had the same effect cross culturally. Using the same method and procedures, Clark and Artiles studied fifty-nine teachers who taught grades 1-5. The questions and rating scales were the same as in the initial study (Clark & Artiles, 2000).
Clark and Artiles found that there is a difference in labeling effects across cultures. The United States teachers provided consistently more rewards to the children with learning disabilities, regardless of their effort levels. They suggest that the findings show a cultural difference between the effects of perceived beliefs about individual effort and ability (Clark & Artiles, 2000).
Additionally, Clark and Artiles found that both sets of instructors held higher expectations for failure of those students with low abilities, low effort, and learning disability than those without learning disabilities. However, the study did find less variation between the hypothetical children in Guatemala than in the United States. This may suggest that the learning disabled label may have more of an impact in the United States than in other countries (Clark & Artiles, 2000).
Another study, by Shepard and Brown (1998) discussed the link between labeling and support for children with disabilities. In a survey of 30 special education instructors, only 10% of the subjects felt that general education instructors took ownership of those students who also participated in special education. The researchers note that there is a direct need, both for the educational success for the student and the acceptance of peers, for the instructors in general classroom settings to ?include? those children who are labeled as disabled (Shepard & Brown, 1998).
Shepard and Brown note that this lack of acceptance or ownership can lead to poorly implemented inclusion programs, which would be detrimental to the educational success of the students. Additionally, the researchers note that the support of disabled students in these cases is lacking, since neither the general education instructor nor the special education instructor feel responsible for the overall success of the student?s education (Shepard & Brown, 1998).
Other studies also note this link between perceived abilities of students labeled as disabled, and their abilities displayed in the classroom. In a discussion of the variety of effects of labeling, Levine and Swartz note the vast differences in the patterns of disability, even among students diagnosed with the same problem (1995). These differences, they note, are often not determined by standardized testing. Thus, they conclude, labels of specific mental, emotional, or social disabilities simply force children into narrow groups (Levine & Swartz, 1995).
Those narrow groups do not identify specific abilities or disabilities, according to the researchers, but instead suggest specific treatment and intervention that is broad in topic. The result, they note, is often groups of children falling through the cracks in education, due to a failure to identify and assist in the areas the student truly needs. They continue to propose that, instead of broad labels, students? educations are tailored to fit their specific needs. In this way, the disabling effect of labels can be minimized, and students can do better, even when labeled (Levine & Swartz, 1995).
Brody and Mills (1997) also found that expectations of teachers and peers in regards to disabled students played an important role in the development of those student?s abilities. Their study focused on those disabled students who are also gifted. The researchers noted that many children with special needs are rarely identified and are often not given the tools they need, either in their low-ability areas or in their high ability areas (Brody & Mills, 1997).
Brody and Mills note that there are main areas of problems with the label of ?disabled? that affect the overall outcome of a student?s achievements. First, they point out, students who are gifted yet disabled often have difficulty in school, both academically and socially. They are labeled ?deviant?, or underachievers, which are attributed to lack of motivation or laziness. Since testing rarely identifies these types of students, and since the educational system relies on labels to place students in special education, the students continue to do poorly. By the time anyone is able to realize they are ?disabled?, they are significantly behind their peers (Brody & Mills, 1997).
Secondly, Brody and Mills review of current literature discusses the fact that those students labeled as ?disabled? are rarely tested for gifted programs. Inadequate assessments and depressed IQ scores discourage administrators from testing these labeled students for abilities other than those already identified as problem areas. Because of this, their actual potential may not be realized (Brody & Mills, 1997).
Research on the effects of labeling students as disabled is limited. However, the research that exists points significantly to the idea that labeling students as disabled is not always beneficial to the student. Instead, current research suggests that labeling can lead to lower acceptance, lower levels of expectations and goals, lower support, lower feelings of responsibility of instructors, and a lower likelihood of success. While more advanced research should be done, it is clear that labeling alone is not enough to ensure the success of disabled students.

References
Brody, L., and Mills, C. (May, 1997). Gifted children with learning disabilities: A review of the issues.? Journal of Learning Disabilities, 30(3), 282-286. Retrieved Oct. 4, 2004 from LDOnline. Web site: http://www.ldonline.org/ld_indepth/gt_ld/jld_gtld.html.
Clark, M. (1997). ?Teacher response to learning disability: A test of attributional principles.? The Journals of Learning Disabilities, 30 (1), 69-79. Retrieved Oct 4, 2004 from LDOnline. Web site: http://www.ldonline.org/ld_indepth/self_esteem/teacherresponse.html.
Clark, M. and Artiles, A. (2000). ?A cross-national study of teachers? attributional patterns.? The Journal of Special Education, 32(2), 77-99. Retrieved Oct. 4, 2004 from LDOnline. Web site: http://www.ldonline.org/ld_indepth/self_esteem/attributional.html.
Levine, M., and Swartz, C. (1995). ?The disabling of labeling: A phenomenological approach to understanding and helping children who have learning disorders.? Plain Talk About K.I.D.S: A Summit on Learning Disorders. Retrieved Oct 4, 2004 from LDOnline. Web site: http://www.ldonline.org/mminds/levine_paper.html
Shepherd, T., and Brown, R. (2002). ?Preclusion: The solution to inclusion confusion.? Electronic Journal for Inclusive Education, 1(5). Retrieved Oct 4, 2004 from Wright State University Electronic Journals. Web site: http://www.ed.wright.edu/~prenick/JournalArchives/Fall-2001/article_sheperd.htm.

Learning Disability Student Survey


I am writing a graduate research paper on students identified as having a learning disability. Please answer the following survey questions on your observations of these students.

Your gender: ____male ___female

How long have you worked in education?

____ Less than 1 yr ____ 1 ? 5 yrs ____ 6 ? 10 yrs
____ 11 ? 15 yrs ____ 16 ? 20 yrs ____ 21 ? 25 yrs
____ 26 ? 30 yrs ____ 30 + yrs

Please choose the title, which most accurately describes your current teaching position:

____ School Counselor
____ School Administrator
____ General Education Teacher
____ Substitute Teacher
____ Special Education Teacher
____ Health Care Professional
____ Instructional Assistant (aide)
____ Pre-Service teacher (student teacher)

You have observed during your teaching experience that students with a learning disability:

(Answer each question in Strongly Agree, Somewhat Agree, Somewhat Disagree and Strongly Disagree scale)

1. Are inattentive and easily distracted
2. Leaves seat in classroom or in other situations in which remaining seated is expected.
3. Displays unpredictable behavior
4. Shows a lack of interest in schoolwork
5. Fails to finish schoolwork
6. Argues with adults
7. Actively defies or refuses to comply with adults requests
8. Has a short attention span
9. Restless, always up and on the go
10. Fails to finish things he/she starts
11. Excitable, impulsive
12. Temper outbursts; explosive
13. Fidgets with hands or feet or squirms in seat
14. Interrupts or intrudes on others
15. Only pays attention to things he/she is really interested in

Are students with a learning disability participating in general education classes in your school? ______ Yes ______No

Do you have students with a learning disability in your classroom? ______ Yes _______No

How often do students with a learning disability in your classroom display defiant behavior?

___Everyday ___ 1 -3 times a week ____Never

How often do students with a learning disability in your classroom display a short attention span?

___Everyday ___ 1 -3 times a week ____Never

How often do students with a learning disability in your classroom disturb other children?

___Everyday ___ 1 -3 times a week ____Never

How often do students with a learning disability in your classroom show a lack of interest in schoolwork?

___Everyday ___ 1 -3 times a week ____Never

How often do students with a learning disability in your classroom fail to finish schoolwork?

___Everyday ___ 1 -3 times a week ____Never


Do you feel that once a student is labeled with a learning disability, that their academic achievement suffers? Explain.

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Thank you for your response



There are faxes for this order.

Must include references to applicable laws, both statute and case-law.

Must include an overview of the historical progression from:

* "Separate school within a school" (circa 1975) to

* The "Regular Education Initiative" by Madeline Will to

* "Mainstreaming" to

* "Inclusion."

Must discuss pros and cons of separate education in resource rooms and special day classes verses inclusive education in general education settings.

All sources/references must be within the last three years, and be from refereed journals or professional books. Each reference must be cited at least once in the body of the literature review.

Topic to be researched: This study should show how to improve inclusion for all students including the profoundly retarded students and what steps can be taken to improve inclusion for all students especially profoundly retarded and autistic students.



I am a teacher at a middle school in New York City. At my school there are profoundly retarded students, and autistic students from district 75 that push into general education classrooms at our school. In our general education class for example, math, literacy and science there are one or two profoundly retarded students that push in to general education classes along with their paras. The paras provide materials for whatever the students are working on during this time. The general education teacher does not provide any instruction to these students. The profoundly retarded students truly enjoy being in the general education classroom. However, the profoundly retarded students usually arrive before the general ed students enter classroom and leave before general ed students prepare to leave. I did not see a lot of interaction between the two groups. There are also other students with mild disabilities in the classroom that require a resource specialist to push-in. The profoundly retarded students also push into the following classrooms:
Collaborative Team Teaching (CTT)
Self contained classes consisting of students with learning disabilities
Mildly mentally retarded
This study should show how to improve inclusion for all students including the profoundly retarded students and what steps can be taken to improve inclusion for all students especially profoundly retarded and autistic students.

This paper should include the following:

Discuss the individual with disabilities Education Act (IDEA) that grants an Individualized Program of Education to students found eligible to receive special education that meet their unique needs in the least restrictive environment.
Define and explain the concepts of inclusion, full inclusion (refers to placing the students, despite any handicapping condition and regardless of the severity, in a regular classroom permanently (Rogers, 1993) and mainstreaming.
Whether inclusion policy works mixing profoundly retarded students, other students with special needs with the main stream students in middle schools by exploring the benefits and disadvantages of inclusion of these students in the classroom.
Discuss whether it is the appropriate setting for the inclusion policy.
Discuss the various methods used in inclusion programs such as teach/support (one regular teacher that has expertise on the topic being taught while the other teacher has expertise regarding academic skill strategies that can be used to help struggling students master the work (Daack, 1999). The Collaborative Team Teaching (CTT), curriculum-based teacher does the planning and grading while the special education teacher focuses on helping individual students master core concepts. (um, 2006) In this approach, the two teachers collaborate, but each teacher has a different approach to instruction and brings different strengths to the collaborative teaching setting.
Discuss how a need exists to support teachers working in inclusive education programs to help promote student achievement. The issue of training for both special education and general education teachers for making sure inclusion programs work.
Discuss how greater collaboration and training for both special education and traditional teachers have been identified as important factors for making sure that inclusion programs work.
What parents can do to help with inclusion. At our school most parents do not participate or help with anything but there are a few parents that are extremely helpful in making the inclusion program work.
List steps to improve inclusion for profoundly handicapped students. Here are some examples:.
o General education students (during their elective period) push in with profoundly retarded students in their own environment during a planned session to increase social interaction between the two groups. This opportunity allows regular education students to demonstrate the ability to work in teams with different skill levels and interests and to show compassion for students who may not be as able as they are.

Conclusion the writers opinion to support thesis.

Reflections 2:
Write a narrative essay in which you discuss how to implement The Florida Educator Accomplished Practices (FEAP) with competence in the classroom. Discuss the impact made by the courses studied in the Graduate Teacher Education Program(GTEP) at NSU in the development or enhancement of competence in the Accomplished Practices
(Courses: Classroom Management and Organization, Psychological Foundation in Education, Speech Language Development and Disabilities, Educational and Psychological Assessment of Exceptional students, Teaching Social and Personal Skills to Exceptional Students, Instructional Strategies for Exceptional Students, Behavior Management of Exceptional Students, Curriculum and Instructional Material, for Exceptional Students, Inclusive Education for Exceptional Students

Reflective Essay- personal teaching philosophy statements
At the start of week one till the week 8 you are asked to reflect on your learning journey through this unit and develop a reflective personal teaching philosophy statement that embraces your understanding of best practice. What you don't do is just summarise what you've put in your journal- this is not reflective practice. But a new piece of writing, which reflects upon your learning journey and uses relevant references to support your argument. Also reflect- on what is important -not just what you have learned, but how it has changed your values, attitudes and perhaps made you think about your future practice.
By the time you get to week eight, you will be able to actually see what you have learned- you will have a comprehensive record of your reading and your ideas. How have your ideas changed and crystallised over eight weeks? Unless you think and reflect, you will not be able to write the reflective essay.
Reflection is the way of thinking that all good teachers live with everyday. It means- "well, I thought this, and did this- how could I do it better next time?" So- you should ask yourself the same thing about curriculum. This is central to the teaching process- how can I take this requirement and achieve what is mandated, taking into account the students I have at this particular time, the ethos of the school, the leadership team, the parents, my own capabilities and interests. You might find this quite hard to do if you don't know very much about what drives curriculum construction and philosophy.

HERES HOW I STARTED IT, YOU CAN CHANGE IT IF YOU LIKE.
When starting the personal journal i found it hard, but after starting the journals entries for the past 8 weeks I have learned a lot, and I found myself better understanding of the curriculum than I did before starting the unit. I couldn?t even say curriculum or spell it properly. However after researching more on curriculum and doing the weekly reading and participating on online discussion with other students helped me a lot and gave me a better understanding of curriculum. Therefore I was able to achieve the weekly questions and tasks.

Marking criteria please follow it.
Academic Engagement Evidence of self-reflective examination of learning issues-Consistently employs reflective learning strategies
Synthesis Evidence of synthesis of multiple concepts and sources of information-Explanations are thorough, innovative and are supported with research of the theories of learning.
Classroom ConnectionEvidence of connections between theory and practice- Consistently makes valid and insightful connections between personal experience, theories and classroom environments
Academic PresentationEvidence of ability in academic writing -Consistently applies appropriate standards of presentation in referencing and literacy (including spelling, grammar and sentence structure)

Here are my personal journals for each week that I did.

Week 1

Part A
What is curriculum?
What Curriculum means to me is a syllabus which needs to be taught and followed in order to complete a course.Syllabus and curriculum are not the same Curriculum is the learning which is planned by a teacher and taught to students weather it?s carried out for group of students or individually. Curriculum means subjects that are included in a course. Teachers use curriculum to direct their classrooms. Curriculum could also be everything that students or other learners gain within school or home which will help them in their everyday lives. However I believe that at most of schools, curriculum is looked at simply the recognized educational standards that are taught. These standards provide a sign of where the students/ others should be within a clearly defined range of learning. I believe that teachers should plan and focus on every Childs need, therefore focusing on the learning needs of every individual child and designing curriculum to meet the students/ children needs is very important as this will help the students to gain more knowledge. However I think it is the teacher?s duty to help the students to reach their goals and should teach them ways to become better learners and problem solvers so that they choose to take paths to learning of their individual foundation.
Part B
After doing my readings, online tasks and researching about what curriculum means? Curriculum is the most important document early childhood educators need to understand and apply and should be developed with discussion from all stakeholders. These stakeholders are families, government, communities and the students. (Brady & Kennedy, 2010). However why however? you are not adding anything to the previous sentence.as (Brady & Kennedy, 2010, p.5) stated that students curriculum is an interrelated set of plans and experiences that a student undertakes under the guidance of school. The term curriculum refers to everything that happens throughout the day. As Linderberg, L., & Swedlow, R. (1976). Stated that curriculum refers to all the provision professionals make for the whole of the Childs experience in the service. ???meaning?Therefore curriculum includes the educators understanding guiding their decision making and the provision of resources; the organisation of space, time and resources planned and spontaneous; and teaching strategies and interactions. Brady and Kerry (2010) states how the curriculum should be about the future. ?and to understand better role of the curriculum in the 21st century, the purpose should be to ensure that students/ children are well equipped to handle whatever it is that this century will call them to do and be? (Brady & Kerry, 2010, p.5). However teacher?s roles are to prepare and educate children by simply implementing the curriculum guidelines by the school. As (Brady & Kerry, 2010) highlighted that most importantly educators interpret those guidelines and add an educational aspect that forms from day to day curriculum experiences for students.

Reference:
Brady, L. & Kennedy, K. (2010). Curriculum Construction (4th Edition).Frenchs Forest NSW: Pearson Australia.
Linderberg, L., & Swedlow, R. (1976). Early Childhood Education: A Guide for Observation and Participation. Boston: Allyn and Bacon.

Week 2 & 3
In this modern and contemporary world, an individual is exceedingly blessed, who have had the fortune of attaining education, and utilizing his acquired knowledge, for the betterment of his living. In order to attain a blissful and a prosperous life, it is highly imperative that a person has been geared up to face and confront the ever increasing competition in the world, having the most advanced and inclusive education.
Beliefs about Early Childhood Education
A child?s mind is extremely na?ve and vulnerable. Researches have proven that not only an immature mind is exceedingly receptive, but also very impressive; therefore, what ever it hears or receives is imbedded very firmly, in both the conscious, as well as the unconscious level. Bearing in mind the previously mentioned notion, a cognitive mind is coerced to believe that education in the early ages of the child plays a pivotal role in constructing his ideals, morals, mentality and innovative approach.
Curriculum
The educational institutes in almost every region do not inculcate the knowledge based on their own choice or fluke. There is a set pattern of academic course, which an institute decides to follow, primarily authorized by a governing body or board. A curriculum, primarily, is an incorporated and structured course based on the theoretical studies, for the children.
Australian Curriculum
Australian curriculum is amongst the most compatible and well devised curriculum for children?s education in the developed countries. Like other curriculums, even the Australian curriculum pays utmost heed to the sound development and the exquisite knowledge attainment by the children. Australian curriculum is devised in a way that it is properly prepared for imparting the basic knowledge, required comprehensions, desirable capabilities and skill, which are essential for Australian children. The curriculum denotes the ownership or right of learning of a student as the corner stone of, future learning, proper cognitive growth, a healthy future lifestyle, and sound membership of Australian community (Hincks, 2010).
Historic Development of Australian Curriculum
Numerous researchers and scholars believe that, shortly after independence, the administration and establishment of Australia had started giving utmost attention to the domain of education, for a well equipped and efficient future generation. At the outset, the Australian education board resorted to the foreign guideline for the formulation of the curriculum for their nation. However, Gradually the Australian administration started to gain a grip on their own comprehensions, and started to devise their own curriculum, timelines and current, as well as future approaches regarding those curriculums (Atweh & Singh, 2011).
Stages
The sound and traditional development of Australian curriculum primarily comprises on four key stages. The first stage, which is the Curriculum Shaping Stage, revolves around the formulation an initial and rather rough or test draft of the proposed curriculum, in which highly expert advices are also sought, of the respective figures, which possess the adequate knowledge and experience.
In the second stage, which is the Curriculum Writing Stage, the proposed Australian curriculum is given the proper shape. Along with the assistance of a selective team of the writers, confirmed and acknowledged by the expert advisory panel and the respect staff of the curriculum. The third stage revolves around the astute and effective implementation of the drafted and approved curriculum. It is rendered to the respective school authorities via online mediums, and the respective authorities along with the teachers, endeavor to implement this at schools effectively. In the fourth and final stage, designated processes are employed which are pivotal for monitoring and sound evaluation of the implemented Australian curriculum (O'Meara, 2005).
Argument For and Against a National Australian Curriculum
On a personal level, as well as according to numerous observers, Australian curriculum is a highly compatible and competent course structure which the students receive, for preparing and gearing them up for the future competitive world. The best thing about the curriculum besides being peculiar about each and every aspect of the current knowledge in every domain (subject) is the astute and comprehensive process of its development. The proper formulation of a new curriculum after every predetermined period, along with teams of experts in every domain, enables the respective management and administration to devise the most comprehensible and compatible curriculum, as par the education level of other developed countries.
However, one minor drawback or shortcoming, which numerous observers have pointed, is regarding the involvement of the instructors or the teachers in the development of the curriculum. The reason why the involvement of the teachers is deemed to be equally essential is because eventually the teachers are responsible for inculcating the proposed knowledge into children, in a predetermined manner. Teachers must be made part of every stage, to keep them aware of what is coming their way to deliver it to the students. Moreover, if the teachers are part of the development of the curriculum, they will be able to acknowledge if they are in a position to deliver the proposed knowledge to the children or not. Furthermore, making teachers a part of development can prove to be fruitful, with respect to the vital suggestion flowing in from their part (Weksler, 2004).
A person depicts what he learns; therefore, it is highly imperative that the education, which the children receive in the educational institutes, is compatible, comprehensible and up to date. For this purpose, the management clearly and astute sorts out that what is to be taught and how effectively can it be implemented.
References
Atweh, B., & Singh, P. (2011). The Australian curriculum: Continuing the national conversation. Australian Journal Of Education, 55(3), p. 189-196
Aubusson, P. (2011). An Australian science curriculum: Competition, advances and retreats. Australian Journal Of Education, 55(3), p. 229-244.
Hincks, P. (2010). Australian Curriculum -- an update. Ethos, 18(2), p. 6-7
O'Meara, J. (2005). POLICIES, PRACTICES AND PROFESSIONAL DEVELOPMENT: A STUDY OF CURRICULUM IMPLEMENTATION IN AN AUSTRALIAN HIGH SCHOOL. Research In Education, (74), p. 99
RICNEY, L. (2011). Including Aboriginal perspectives in the Australian Curriculum: Advice to teachers. Primary & Middle Years Educator, 9(1), p. 14
Weksler, M. (2004). Teaching Contemporary Australian Studies: Stories from country students. Ethos, 12(4), p. 25-27.

Week 4

External and internal factors that might affect curriculum development
There is no doubt that the process of curriculum development is not a mood but a process based on a set of justifications may vary from one community to another and from time to time. These justifications are:
* Qualitative and quantitative development of human knowledge (the knowledge explosion) in the present era curriculum development before a big challenge.
* The rule of scientific method in the various areas of life.
* Cohesion between theoretical science and applied research and between theory and practice.
* Development of science as a result of educational research and studies is the perception of the curriculum, the school and the student.
? Lack of current approaches: this factor is linked to factors of social change, where the curriculum, which seems to put in the time it, is appropriate to continue a long period of time.
? Frequent repetition or drop out of school-related factors, and teaching methods is appropriate.
?Needs of the community the future: The studies predictive and study the development of communities and the different phenomena which may have contributed to provide educators understand the large for the needs of the community in the near future and showed those studies that the school curriculum should evolve to fit with those needs and to encourage change the direction of future developments.
Development of education: The continuing changes in the concept of education and its objectives and the roles of teachers and learners and organizations, the school curriculum requires a reconsideration of the tools and educational methods and developing them to achieve the objectives of education and what the school curricula of the most important tools, it is supposed to be a tool change is effective, and a tool achieve the desired educational goals (Lattuca & Stark, 2009).
Contemporary and Traditional Curriculum
The latest documentation from the QCA (Qualifications and Curriculum Authority) gives the following aims for the curriculum ? that it should ?enable all young people to become successful learners who enjoy learning, make progress and achieve; confident individuals who are able to live safe, healthy and fulfilling lives; responsible citizens who make a positive contribution to society?. These aims cannot be achieved just within lessons. It is the whole-school experience which will produce successful learners, confident individuals and responsible citizens. This experience includes the atmosphere and environment in school, the way behaviour is managed, relationships between staff and pupils, and opportunities for pupils to make decisions, solve problems and collaborate with each other. Curriculum modern sense is a set of experiences educational readies itself the school for pupils both inside and outside in order to help them grow comprehensive and integrated, ie, growth in all aspects of mental, cultural, religious, social, physical, psychological and artistic growth leads to modify their behaviour and ensure that their interaction successfully with their environment and their community and develop their own solutions to are faced with problems (Kridel, 2010).

References
Kridel, C. A. (2010), ?Encyclopedia of curriculum studies?, Thousand Oaks, Calif.: SAGE Publications.
Lattuca, L. R., & Stark, J. S. (2009), ?Shaping the college curriculum: academic plans in context (2nd ed.)?, San Francisco, CA: Jossey-Bass

Week 5
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Part A
I have worked in Montessori centre before for two weeks however during that period I realized that it was different from other centres. I Have realized that the Montessori environment provided independence and individual learning for children by making choices and decision to use the materials from variety of resources for their play, which helps the children to further develop their self-esteem and independence skills. As Montessori educators provided time for children to stay focused and engaged in the activity that they were participating in, rather than rushing them into the next activity, as this gave the children time to finish their activity and helped them to be confident.
Part B
Working there for two weeks was not enough to learn about Montessori. But now that I have done my research about it, I have more understanding of it. As research has stated that Montessori is an approach to the education of children. It is a way of looking at, and understanding children. It is a view of how children develop and learn. However the Montessori environment is a place for building a positive, attitude towards learning and developing children?s skills by providing them with variety of activities and enough time to play free and individually. Children learn through play and exploring things around them. As Montessori philosophy stated that the discovery of their environment is important as children learn through discovering, exploring and learning, they must be given the freedom to develop physically, intellectually, and spiritually. The Freedom within Limits atmosphere of a Montessori classroom provides an environment which nurtures a sense of order and self-discipline. Therefore the educator?s role is to provide the materials and environment which will assist children?s development and to be ready to take action when help is needed.

Reference:
Montessori, M. (1966). The secret of childhood. New York: Ballentine Books
Montessori Live. (2010). Montessori Philosophy. Retrieved from
http://www.montessorilive.net/index.html

Week 6

PART A
I have studied about Steiner back in college Steiner education also recognized as Waldorf education involves a humanistic approach towards learning. Rudolf Steiner conceived of education as an art that is creative, progressive, social, and individual in nature.
However from what I have learnt back on college is that Steiner educators believe that children should not be rushed into adult awareness but allowed to savour their childhood. To assist the young people to learn to know and love the world in childhood, is to begin to develop good judgement in teenage years, to liberally take responsibility for life?s journey into adulthood; as these are educators and parents duty. Steiner?s image of child highlights the fact that all children are equal and they must be given education based on their capacity to absorb the information. Steiner image of child involves assessing the physical, academic, spiritual, and emotional capabilities of child to develop a curriculum based on their need. Steiner views every child as having great potential to learn and improve his learning abilities.
PART B
Based on the exploration of Steiner model of education text and discussion with colleagues on the topic has opened new insight dimensions that require assessment of implacability. Steiner model of education works for all children based on the principles of equanimity that does not make any differentiation on the basis of ethnicity class, academic ability, and religion. The central image of the child as in need of nurture and protection and an emphasis on the physical, of movement and of doing, are interesting points of reference for comparative studies (Uhrmacher, 1995).
Many theorists have supported the Steiner model of education. For example, Steiner-Waldorf kindergartens are built on the work of Rudolf Steiner and Emil Molt (Robinson, 2008).
The discussion with colleagues on the topic has highlighted few areas that require expansion. Key questions for research in terms of mainstream education centre on what practitioners in other forms of provision can learn from Steiner pedagogy. One factor in relation to the funding of children attending Steiner kindergartens has been the place of technology in the setting. Traditionally, the Steiner early years curriculum has no place for computer technology and this has been an issue in relation to developing curriculum in the foundation stage. Some of the important ideals in Steiner Waldorf Kindergartens, such as attachment, protection and nurture, challenge mainstream thinking and current government policy (Roopnarine & Johnson, 2005). Research could ask the question as to how Steiner Settings successfully recruit and retain male practitioners whereas the mainstream continues to struggle to attract men to the profession.
References
Pope Edwards, C. (2002), Three approaches from Europe: Wardlorf, Montessorri and Reggio Emilia. Early Childhood Research and Practice, 4(1),
Robinson, I, (2008), The delusional world of Rudolf Steiner. Australian Rationalist, 78, 2-5
Roopnarine, J., & Johnson, J. (2005), Approaches to early childhood education: Chapter 16: Waldorf approach to early childhood education. 4th edition. Pearson publications.
Uhrmacher, B. (1995), Uncommon schooling: A historical look at Rudolf Steiner, anthropophy, and waldorf education. Curriculum Inquiry, 25(4), 381- 406


week 7 journal Reggio Emilia Part A
The Reggio Emilia Model, known for their creative, sophisticated aesthetic curriculum, first opened in 1963 (a development of preschool run by parents after World War II). Discovered by international scholars in the early 1990s, they have generated broad interest among early childhood educators. Described as an adventure and research undertaken by teachers and children, the operational curriculum is based on teachers' careful observation and documentation of what children say and do, highlighting children's artwork (which constituted the ?Hundred Languages? exhibit that traveled across the globe). The Reggio Emilia Approach, a constructivist approach, is related to constructivist theorists such as Piaget and Vygotsky. Piaget and Vygotsky offer theories on ways children think cognitively in a developmental manner. Piaget believes that a child is competent, when a child learns new things it just enhances their skills further. Vygotsky also believes that a child is competent, yet when they are educated it helps them in the process of the zone of proximal development. According to Piaget, children who are in the preoperational thought stage want to learn a lot. They are continuously asking questions and trying to get answers. They move from an elementary thought process to a more sophisticated way of expressing their thoughts and ideas. Reggio Emilia theorist believe that children have many different ways of expressing their knowledge of the world around them.
Part B
The centrality of the micro contexts (teachers' commitments and ownership) combined with shared visions and institutional support is a consistent finding of successful programs. Boo Yeun Lim explored various approaches to aesthetic education in early childhood settings in the United States that were used in Waldorf schools, the Bank Street School for Children, and Reggio Emilia model inspired programs. Each of these programs had a different philosophy, but all were characterized by a child-centered curriculum. Lim found that the teachers teaching the arts, specialists and classroom teachers, shared some common images of aesthetic education, viewing it as a means to help children to see the world with sensitivity and become aware of aesthetic elements in artworks. (Gandini, 2005).Teachers' views were also shaped by the respective philosophies of the individual programs (social beings in the Bank Street School, higher order thinking skills in the Reggio-inspired school, and a focus on spirituality in the Waldorf),. (Gandini, 2005). Reggio Emilia approach focuses on a child?s natural development. Base on philosophy that learning must make sense to the student in order to be effective and meaningful. It?s child-centered and child?s point of view is completely respected. Children have the opportunities to express themselves and they learn through senses play as the learning process. Children are encouraged to interact with other children and allow them to explore the world through material items and relationships. The environments are physical aiming to cultivate creativity across children.(Gandini, 2005).Another Getty Institute research project, initiated in collaboration with the College Board, and conducted by Bresler focused on the integration of music, visual art, dance, and drama into academic subjects in five high schools. The schools, located in South Texas, New Mexico, Washington, Maryland, and Boston, Massachusetts, were chosen for their strong support for the arts integration by principals and teachers and for their diverse student population. Curricular contents, assignments, and evaluation measures encouraged students' higher level thinking and creativity. The arts/aesthetic curricula changed the roles for both teachers and students. For teachers, curriculum design became an act of creation rather than just implementation. (Gandini, 2005). Teachers moved away from reliance on textbooks toward the active identification of overarching themes and broad issues. For students, their emergent ownership of the integrated work was connected with issues of identity, voice, and pride in their ideas and creation. Students' communication of their work to an interested audience of teachers and peers provided an additional aesthetic element and incentive to excel (Bresler, 2004). However educators and the children now take so much pride in their environment and are happy to learn through the interests and play of the children.
References
Bresler, L. (Ed.). (2004). Knowing bodies, moving minds: Towards embodied teaching and learning. Dordrecht, the Netherlands: Kluwer.
Gandini, L., (2005). In the spirit of the studio: Learning from the atelier of Reggio Emilia. New York: Teachers College Press.

Research Paper must include the following:
Introduction/Statement (see below)... I have written
Hypothesis (see below).. I have written
Significance of Project (see below).. I have written
Results of Research
Summary and Conclusion
Implications and Recommendations
References

After researching feel free to add any info to the topics that I have written. When using info you can put author name in parenthesis after sentence as in APA format. .......(Vaughn, 2003)

Introduction/Statement

While laws and court rulings have consistently supported the education of students within the least restrictive environment, there hasn?t always been agreement as to what exactly that environment would look like for each child. There has been a great deal of debate regarding the benefits and drawbacks of inclusive, as well as, self-contained education programs.

Hypothesis

It is hypothesized that students who are educated in an inclusive setting will achieve academically at the same rate when compared to students who are educated in a self-contained special education setting.


Significance of Project

The purpose of conducting this research is to gain clarity concerning the effectiveness of inclusion, in regards to student achievement outcomes. The primary focus of this research project is to examine the academic achievement of students with disabilities who participate in inclusive programs as compared to the achievement of students who receive instruction in self-contained settings.

Why is the topic of special education important?
What have you learned about the numbers of students, eligible for special education, participating in the general education curriculum? How has the role of a general educator changed over the years? As the classroom teacher, what are ways you could promote the learning of all students in your classroom?

What are some specific instructional strategies, appropriate for your discipline, that are designed to meet the needs of diverse learners? USE THIS WEBSITE http://olc.spsd.sk.ca/DE/PD/instr/index.html

Do you feel the students eligible for special education are receiving appropriate instructional strategies? Do the students seem to feel confident and proud of their work? Who is providing the instruction (general ed teacher/ special educator/ paraeducator)? What are some recommendations you have regarding the instructional strategies employed?

Include a section at the end of your paper with a short (one or two paragraphs) reaction to the videos. Do not summarize videos. Only a reaction to the videos. How do they inform your teaching practice? What do they make you think about? What surprised you? Shocked you? USE THESE VIDEOS http://www.youtube.com/watch?v=jZhRf2fxlyw
http://www.cultureunplugged.com/documentary/watch-online/play/8924/Including-Samuel


There are faxes for this order.

The PFP Paper requires students to demonstrate their ability to fully understand the special education/inclusion field as an evolving and changing discipline based on philosophies, evidence-based principles and theories. relevant laws and policies, diverse and historical points of view, and human issues that have historically influenced and continue to influence the field of special education and the education and treatment of individuals with exceptional needs both in school and society. The PFP must include a philosophical section that uses this foundational knowledge as a ground upon which the students construct their own personal understanding and philosophies of special education. i will upload a rubric to follow.

nstructions
hi i need an essay on the following please.
Compare and contrast 2 teaching techniques and how they promote inclusive learning.Give examples from practice.e.g.how different techniques cater for learners needs/styles and how they are appropriate for different situations and contexts.Important:link to literature on inclusion as well as on teaching techniques.
Examples,didactic teaching and socratic teaching, description , questioning pupils, assesment, diversity of learners.I myslf am a drum/percussion teacher, so i would like you to include this in the essay if possible please.
My college are very strict on harvard referencing and the way it should be referenced, WEBSITES ARE NOT ALLOWED.The referencing needs to be as follows=
Authors name (surname first, followed by a comma and then their initials, with a full stop after each initial)
Year of publication(in round brackets)
Title (underlined, or in italics)
Series and individual volume number.
Edition ( if not first edition)
Place of publication(if known) followed by a colon.
Publisher.
I hope this is enough information for you, please dont hesitate to contact me if you have any questions.
P.S please dont use ghostbuster as my writer.

kindest regards. steve

Topic
i essay . Compare contrast 2 teaching techniques promote inclusive learning.Give examples practice.e.g. techniques cater learners /styles situations contexts.Important:link literature inclusion teaching techniques.

Number.of Pages: 2
Due Date: 18-05-2011 04:00:00 pm
Number of Sources: 4
Amount of this order: $39.90

I would like 1 page on the history of Chinese education, 2 pages on current education in China, and 2 pages on current special education in China (ie. What are the categories of disabilities, are learning disabilities recognized, or are only severe intellectual disabilites and phsycial recognized, is inclusion prevalent, etc...)

***I WILL NEED A BIBLIOGRAPHY PAGE INCLUDED***

Due date : Thursday 7:00 A.M. 1-what do you see as some current educational practices that no longer address current student needs? Provide a link or reference supporting your position within your posting.( 1 Page)

Due date : Thursday 7:00 A.M. 2- should schooling be a right or privilege? What impact has student, family, and societal rights had on the influence of education?( 1 Page)

Due date : Saturday 7: 00 A.M. 3- Choose and research a school improvement idea. Identify the educational foundations that the idea has had. Explain the role and impact the idea has had on student learning. Analyze the costs of the idea in terms of legal, financial, personal, or institutional implementation. ( 5 Pages)

Due date : Monday 10/18 7:00 A.M. 4- read the following article: http://www.azcentral.com/arizonarepublic/news/articles/0423robotics23.html
Answer questions 1-3 on 4-2 for your discussion board posting. Include in your discussion examples of how political concerns interface with education of a selected group.( 1 Page)

Due date : Monday 10/18 7:00 A.M. 5- How has diversity impacted education? How should schools or your work site deal with the pressures to fund certain categories of learners while providing high quality education for all students? How should one respond to critics of an inclusive environment? Support your responses with references. (1 page)


Due date : Saturday 10/23 7:00 A.M. 6- Identify one learner outcome from your classroom or worksite. Develop a plan on how you would present the concept to a diverse classroom. In your plan, describe the instructional variations you would use to teach to a diverse population including instructional strategies and assessments. Incorporate the information from your readings and other references with appropriate reference citations. ( 5 pages )



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An esssay summarising my philosophy of education.argue and articulate your philosophy of education. what are my underlying principles, values and beliefs? who or what has most influenced you? you may wish to include key events which you experienced as a learner or reflect on as a teacher that had a long lasting impact on you and shaped your values. you need to defend your arguments by providing a coherent rationale, backed up with reference to relevant literature and key thinkers. use a wide range of literature throughout.

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1. Analyze a unit of cirriculum in special education (elementary level).
2. It is important to find ways to make the curriculum more inclusive and of greater importance to students and their lives.
3. remember that a more inclusive curriculum is not just for schools with a large population of students from minority groups
4.It is also critical for students from the majority group, because diversity refers to differences in ethnic, religious, and cultural perspectives, class, race, gender, age, sexual orientation, and ability
5. The reaserch needs to go beyond "heroes and holidays" to a radical reform ( James Banks 4 stages for transformation of current cirriculum very important).
6. Please provide a reference page in APA format.

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1. Please use James Banks 4 stages of multicultural reform.



2. need reference pages in APA format

I need a TITLE.
Creating a Plan for a Culturally Diverse Classroom
(Use headings in your paper to identify that each of the below areas are addressed.)

1. Consider that each person in the education profession should continually add items to his or her professional portfolio to represent his or her educational philosophy and beliefs. Often, paraprofessional educators forget that the atmosphere of the classroom is as important as the instructional content being delivered to the students. It is your responsibility to support the rules for student behavior and interaction. For the final project, create a plan for addressing the needs and issues in a multicultural classroom.

2. Summarize your multicultural plan in a paper of 1,050 to 1,400 words, by addressing the following points:

a. Assume that the cultural make up of your classroom includes at least five different ethnic and religious groups.
b. Address how and why you would create an atmosphere of tolerance, acceptance, and caring in your classroom environment.
c. Create a plan that includes a comprehensive discussion of the issues covered in this course that are most applicable to your geographic area.
d. Include a description of a plan for a culturally balanced bulletin board that could be used in your class to focus on either on a traditional Western holiday or a multicultural celebration at your school. You may also include clip art to illustrate your plans.

3. Format your paper according to APA guidelines.

*You can use outside sources to familiarize yourself with how to complete project but do not have to source them

*Please assign writer hophead

*4 full pages

Instructions

A). Read the article assigned on culturally responsive classroom management (Weinstein, Curran, & Tomlinson-Clarke, 2003)

B) This project will be completed in regards to a classroom that supports students with disabilities. Candidates have the option to select an inclusive general education classroom, a co-taught classroom (special ed. and general ed. teacher working together), OR one type of special education classrooms/programs

C) Use the observation protocol uploaded to create the observation protocols that should be answered in the paper. No need to answer all of em the questions just help with what content needs to be created of the paper.


E) Develop a single joint report based on the focus of the assignment described below.


Focus of the Assignment:

1. In no more than one page, describe (a) the demographic backgrounds of the students with disabilities in the classroom or program, (b) setting and (c) range of supports provided (e.g., para-educators, a.k.a. classroom aides, assistive technology, one-on-one support, accommodations, modifications, American Sign Language translation, speech therapy etc.) (5 points)

2. What collaboration strategies did the teacher (s) highlight? (5 points): One paragraph

3. Based on each individual observation, compare and contrast how the teacher(s) modified the content (if any) AND utilized accommodations including assistive technology to meet the needs of students with disabilities. This section requires candidates to identify the similarities and differences observed across classrooms or sessions.

Example, ?While teacher A allowed her students with learning disabilities the benefit of extra-time during exams, teacher B on the other hand accommodated her students by providing fewer questions per page.?

Example 2: ?Students with visual impairments in both classrooms were provided with preferential seating at the front of the class.? (10 points) ?

4. Were the teachers successful in implementing the strategies for enacting culturally responsive classroom management? Provide evidence. If not, discuss how the 5 strategies would have worked in the classes observed. Be sure to address all the 5 strategies listed in Weinstein et al. (2003): 20 points

Example:

Strategy 1: Creating a caring and inclusive classroom

Teacher A was not successful in creating a caring and inclusive classroom when he attempted to use Spanish in his class. This is because he greeted all the Brazilian students in Spanish yet many of the students did not speak Spanish. In this instance, the teacher could have been more successful had he used Portuguese instead of Spanish. Additionally, the teacher could have asked the students to share stories about their lives outside of school, interests and activities, inviting them to make choices and decisions about class activities, and listening to their concerns and opinions.

summarize the project in a single written paper (No more than 10 pages)

Briefly, my topic is on how special education teachers attitudes, preparation, background, etc. may be contributing to their special education students low scores on standardized tests as mandated by NCLB. Indeed, I'm focusing primarly on LD and BD students who have to take the regular exams not the small percentage of special ed. students who qualify for alternative assessments. My topic involves the conundrum of the current climate of data driven decision making (because of NCLB) and its impact on special education students and safeguarding their rights under IDEA 2004. I did a practice study last year on some SPED teachers who are using the Foresight Program thru John Hopkin's to help prepare their students to score higher on the PSSA tests (I've included my findings). It was a mixed study. In addition, I've included a copy of my history on special education (I'm thinking some of this may go in chapter 1 of the dissertation). Definitely, I need a lit review that is current and written using the most up to date APA format. I've included the requirements for my dissertation chapters (1 inch margins on left) being one requirement. In conclusion, I don't want to waste time/money on this literature review and need it done well. Please make certain that the writer is well versed on the topic and contacts me ASAP if they have questions about my expectations. Thank you so much for your help.
Vaughn Bicehouse 724-789-9927
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Please write this article in a scholarly manner

Topic 'Best Practice in International Education In Australia'

Please use the 'Review to Higher Education In Australia' and all peer review articles

Thank you

Melville Miranda

Compose a persuasive paper discussing the higher education system today. What are the struggles in pursuing an education. What are some typical attitudes or stance towards this topic. Discuss the conflicts and the effectiveness of the college system. What are the frustration internally and externally; students, teachers and faculty. Feel free to prompt your own stance on the subject.

Before initiating this assignment please answer these questions separately.
1. Considering your analysis of your audience, how do you plan on gaining their confidence and respect and touching their emotions, and what style choices will you make in order to do so? (Please answer in at least one paragraph.)

2.Reflect on your experience writing the persuasive paper. How do you think you will use this experience in your future academic and personal life? (Please answer in roughly one paragraph.)

3. Reflect on your experience writing the persuasive paper. How do you think you will use this experience in your future academic and personal life? (Please answer in roughly one paragraph.)

The basis of the paper is to be corcern with the education system. Contact me if you have any questions, thank you!

I will upload the Graphic Organizer assignment directions and rubric. Include in-text citations in the graphic organizer. There are two parts to the assignments, (a) the graphic organizer and (b) the summary, which is APA-formatted. Some individual philosophers and/or philosophical movements to consider:
-John Dewey/Progressivism
-Jean-Jacque Rousseau
-Epistemology
-Jean Piaget

All of these are included in the text Philosophy of Education and I can fax you any pages you need for reference.

Thank you!

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Customer is requesting that (jonsmom2) completes this order.

I will upload assignment Defining Global Education directions and rubric. Please follow directions carefully.
Thank you!
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Customer is requesting that (jonsmom2) completes this order.

Hi Mark,

My name is Kim Starley and you saved my butt last semester...thank you again. Here is another order, but please don't give it to the writer who didn't come through for me last semester. Additionally, I have every and all remote access turned off on my computer. If the writer has to send me the document remotely, I would prefer a notification and download the work from the control panel. Yes, I am "that hacked".

This work is analytical and must be written in a scholarly voice.

The topic is: What are the conservative, liberal, and progressive philosophies undergirding the current (1990-present) debates in community arts education? SPECIFICALLY, the content must address whom is and whom isnt advocating for Arts education and WHY.

This essay serves as the introduction to the term paper I am writing, and I will incorporate your writing with mine. The paper, in its entirety supports advancement of postmodernism and community arts education by explaining the rise of postmodernism, and the failing era of modernism .My research reveals that although Modernism is not dead, it is failing; and community arts educations (both public and K-12) chance for survival depends on postmodern epistemologies. The content I am currently writing pertains to the topic in the late 1960s, 1970s, and the 1980s.

I am writing in the framework of Constructivism (these are the facts, as well as an explanation of these facts). As such the content that you are writing must demonstrate how the differing philosophies are the foundation for different positions people take on the issue.

Strict APA 6th Edition formatting
3-6 sources (please cite as many as needed to correctly address the topic)

Current content that may help you:

Third Ward: The Row Houses Project = Creative Community Building
Asset-based Community Art Development
Eco-artists and movement
Community Art Centers and Programs for Seniors/Aging Adults

Thank you for your time and consideration.

Kim Starley

Please assign a well seasoned writer for this essay.. Thank you very much
Please develop a research scholarly literature based essay on non-credit programs on workforce education. How these programs impact, influence and what major roles they play within the community colleges. Your research essay should present the issues in a way that is well defined and thoughtfully analyzed using relevant data, methodologies, and reflection. Please include an abstract page and 15 references (primarily scholarly) to support your research essay. Also, please utilize your references evenly, and please don't rely heavily on one or two sources.
Additionally, please consider the following requirements:
? Student demonstrates strong reflection for integration of knowledge, skills, and dispositions as evidenced by clear summary and synthesis examples
? Student presents information in a logical, interesting sequence which audience can follow
? Student demonstrates full knowledge with explanations and elaboration