Special education overview and core principles

¶ … 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 that every student learns differently, and must be taught accordingly -- this includes "typical" students as well as disabled students. 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 "when students are given well-structured assignments and placed into work-pairs or cooperative learning groups, behavior problems typically diminish (Beyda, 2002)." Not only does this method assist the disabled student in remaining "on task" with the cooperation of the typical student(s), but it allows the teacher to deal with any disruption without interrupting the work of the other groups.

3. Why might students from culturally diverse backgrounds and children who live in poverty experience difficulty in school?

Students from culturally diverse backgrounds may have several challenges that typical students do not. Specifically, these students may have language issues, cultural miscommunication, as well as social interaction and isolation problems. All of these issues can significantly interfere with academic learning and success. Additionally, students who live in poverty may experience difficulty due to poor nutrition, lack of peer acceptance, lack of parental support/academic assistance, as well as serious resource and learning material deficits that typical students do not. All of these can lead to significant academic difficulty.

4. What instructional approaches can teachers use to make curriculum outcomes attainable for all students?