Sign Up Now
Get instant access to over 1 million+ study documents
OR
Already registered? click here to login
By creating your account, you agree to our terms of service, privacy policy and student honor code.
¶ … general education teachers increase the likelihood that students with disabilities in their classrooms will be successful both academically and socially?
One of the best ways in which students can be incorporated and taught in a regular classroom setting is by "paring" students for at least one learning activity/and/or project per day. Students should be instructed that the activity is one of mutual cooperation and instruction, and that each member is responsible for helping the other. Further, each pair should be assigned (not voluntarily chosen), and rotated, allowing the disabled student to become acquainted with each student in class and vice versa. Not only does this teach the disabled student that they are a "member" of the classroom (which they are), but it allows the typical students to learn from that child as well.
Of course, academically, it is also important to have a good grasp of the student's IEP, or "individualized education plan." A good teacher understands that this plan is an important part of his or her overall teaching responsibilities, and not just a "special education" staff issue. Good teachers know...
In short, the teacher must make an equal and creative attempt to teach the disabled student.
2. What approaches would you use to modify the persistent, disruptive behavior of an individual student?
The "token economy" is one of the most powerful tools to use in the classroom for special education students who are persistently disruptive. In simple terms, the token economy can be used to modify behavior by "awarding tokens" -- be they marbles, stars, or some other object (that is not a reward in itself) that lead up to a specific and expected reward. In some cases, the economy must be taught as an intensive concept in itself to the student. An example of this method might be a chart with four boxes. When each of these boxes has a star placed in it (with each star representing a desired behavior), the student will be allowed the reward (snack, favorite drink, time out to play, prize, etc.). When this is properly taught, the student's behavior will improve.
It is also worth noting that…
References
Beyda, S.D., Zentall, S.S., & Ferko, D.J.K. (2002). The relationship between teacher practices and the task-appropriate and social behavior of students with behavioral disorders. Behavioral Disorders, 27, 236-255.
Friend, M. & Bursuck, W. (2002). Including Students with Special Needs: A Practical Guide for Classroom Teachers. Allyn & Bacon: Boston, MA.
Johnson, D. & Johnson, R. (2002). Multicultural Education and Human
Relations: Valuing Diversity. Allyn & Bacon: Boston, MA.
This qualitative research uses a Delphi study to explore the perceptions of special education teachers regarding retention. This Delphi study includes twenty-five to thirty special education teachers of K-12 in two California districts of less than 40,000 students. The information gathered provides leaders in the field with successful practices in retaining special education teachers. Purpose of the study The primary purpose of this study is to explore the perceptions of special education
It would not only be time consuming and expensive for each classroom teacher to develop an effective basic reading skills curriculum but such a curriculum is also fraught with a high degree of error. There is compelling evidence that supports the use of scripted programs rather than teacher-developed approaches to teach complex skills (Benner, 2005). Second, apply positive behavioral supports to manage the behaviors of students with behavioral difficulties during
Pedagogic Model for Teaching of Technology to Special Education Students Almost thirty years ago, the American federal government passed an act mandating the availability of a free and appropriate public education for all handicapped children. In 1990, this act was updated and reformed as the Individuals with Disabilities Education Act, which itself was reformed in 1997. At each step, the goal was to make education more equitable and more accessible to
Education in the Community A major issue currently effecting culture, population, and demographics is that of wealth inequality. As the global economic downturn continues throughout the world, wealth disparity is increasing rapidly. This affects culture, population, and overall demographics in a litany of ways. First, due primarily to lower wages, families are postponing child birth. The uncertainty surrounding the future creates an atmosphere of fear. Families are now waiting until the
Part of that includes instilling in students an intellectual curiosity, receptivity to learning through genuine understanding, and definitions of professional success that are motivated by positive aspirations rather than by overcompensation impulses triggered by negative assumptions, messages, or early experiences. In addition to ensuring basic literacy and computational skills required by adults in society, modern primary education must dedicate itself to producing graduates who have discovered their greatest intellectual
S. is a worthwhile goal, but the No Child Left Behind Act of 2002 is a poorly conceived approach whose deficiencies may actually do more to undermine many aspects of education than any meaningful improvement inspired by its programs. References Caillier, J. (2007) No Child Left Behind Act: Are States on Target to Make Their Goals?; Journal of Negro Education, Fall 2007 Issue. Retrieved September 8, 2008, at http://findarticles.com/p/articles/mi_qa3626/is_200710/ai_n25139930/pg_10 Crawford, J. (2004) No Child