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They note further that teacher preparation programs do not normally provide training in adapting curriculum for low-performing and low-skilled students or dealing with the often difficult and extreme behaviors of emotionally disturbed children. Others critics maintain that many disabled students need to learn functional life-skills or basic academic skills far more than concepts and information -- the focus of most general education curricula (Hasbrouck, 2007).
Implications for Future Teaching
The foregoing has implications for training future teachers and providing staff development for current teachers. Huston (2007) recommended that areas to be emphasized in teacher training and staff development include: (a) emphasis on higher-order thinking skills, (b) integrated curricula, (c) life-skills curricula, and (d) interdisciplinary teaching.
Huston (2007) further recommended that, in order to deliver instruction in inclusive classrooms, teachers become adept in multiple teaching and learning approaches like team teaching, co-teaching, peer partners, cooperative learning, heterogeneous grouping, study team planning, parallel...
In her review of the situation, Huston (2007) concluded that "… a continuum of placement options and services must be available & #8230; and the placement decisions must be based on the needs of the child, his/her peers, and the system's ability to meet those needs." Further, the system's ability to meet the needs of disabled students must continue to grow.
References
Hasbrouck, J. (2007). Inclusive classrooms. In J. Kagan, J & S. Gall (Eds.), the Gale Encyclopedia of Childhood and Adolescence. Online edition. Detroit: Gale.
Huston, J. (2007). Special education inclusion. Retrieved 5/12/2010 from http://www.weac.org/Issues_Advocacy/Resource_On_Issues_one/Special_
Education/special_education_inclusion.aspx
Walker, K. (2004). Research Brief: Inclusion models for students in special education .Retrieved May 12, 2010 from http://www.principalspartnership.com.
..may establish schools for the education and care of the disabled and schools for special education in a way that matches their abilities and aptitudes." This article takes us back to the idea of isolation not integration, by establishing special schools for the disabled. This is a possibility, not an obligation, in accordance with the Minister of Education's inclinations and preferences." (Fekry, Saeed, and Thabet, 2006) It is stated in
Seeking support before a program is put into place is crucial, as it is this network of support that will serve to assist in solving the problems that will 6 inevitably arise. The second common roadblock is inadequate planning and scheduling for inclusion. Planning and scheduling should not only occur at the local level, but at the district level as well (Worrell 53). Often, the entire organizational structure of a district needs
There is a growing body of support that indicates that while inclusion may be the best answer for mildly autistic children, it may not be the best setting for those with moderate to severe autism. Until now, research into the autistic child in the classroom has focused on taking the position of either for or against inclusion in the general classroom. However, when one takes the body of literature as
Statement of the Problem In the business world, when a small company manages to bring a superior product to market in a more cost-effective fashion than their larger counterparts, analysts sit up and take notice. Likewise, according to Wilensky (2002), "With the decline of K- 12 quality in most public schools in the United States since 1970, the average quality of parochial and public schools has converged" (p. 76). Because resources
Psychology and Psychotherapy: School Counseling Project(Part A)Step One: School Data SummaryThe data expert for this plan seems to be Mr. Finch (M.T.S.S. coordinator), who has access to high-quality data at all levels. Mr. Finch knows about the district-level and school-level data and would assist in accurately interpreting the data.The school improvement plans/goals are:i. The instructional practice would be based on B.E.S.T. Standards for improving academic grades in Geometry and Algebraii.
Inclusion Special education as a concept is historically shrouded in controversy. (Seligmann, 2001, p. 1) Additionally the demand for special education funding and implementation has only increased as the number of students recognized as needing special services has continued to grow exponentially within the past forty years. (Macht, 1998, p. 1) The cultural awareness of the challenges and concerns of developmentally delayed students has also increased exponentially since the time when