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Assumptions/Conclusions
Scholastic claims that a multi-purpose approach to learning, such as that included in the Read 180 program, is ideal for enabling greater achievement among special needs children. Evidence gathered from the literature on first review seems to promote this concept. The evidence provided from in-depth studies of education and special needs students in integrated and segregated classrooms show many factors influence learning. These include collaboration with teachers, an integrated approach to learning, and an approach to learning that is individualized or tailored to the unique needs of the disadvantaged student. When these factors are considered uniformly, Read 180 has the potential to facilitate greater achievement and success among special needs students. Read 180 cannot however, have the label as a universal panacea for educational problems plaguing special needs programs. Further research is critical to assessing the full utility of Read 180 among each of the three core categories of special needs students defined in this analysis.
Bibliography
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Scholastic Homepage. Read 180 Product Information. http://www.scholastic.com
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Bibliography
Dymond, S.K., & Orelove, P. (2001). What constitutes effective curriculum for students with severe disabilities? Exceptionality, 9(3): 109-22.
Elliot, C., Pring, T., & Bunning, K. (2002). Social skills training for adolescents with intellectual disabilities: A cautionary note, Journal of Applied Research in Intellectual Disabilities, 15(1):91-6.
Fisher, D. & Frey, N. (2001). Access to the core curriculum, Remedial and Special
Education, 22(3):148-57.
Scholastic Homepage. Read 180 Product Information. http://www.scholastic.com
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