Selling your ideas is challenging. First, you must get your listeners to agree with you in principle. Then, you must move them to action. Use the Dale Carnegie Training® Evidence – Action – Benefit formula, and you will deliver a motivational, action-oriented presentation.
Open your presentation with an attention-getting incident. Choose an incident your audience relates to. The incidence is the evidence that supports the action and proves the benefit. Beginning with a motivational incident prepares your audience for the action step that follows.
Next, state the action step. Make your action step specific, clear and brief. Be sure you can visualize your audience taking the action. If you can’t, they can’t either. Be confident when you state the action step, and you will be more likely to motivate the audience to action.
To complete the Dale Carnegie Training® Evidence – Action – Benefit formula, follow the action step with the benefits to the audience. Consider their interests, needs, and preferences. Support the benefits with evidence; i.e., statistics, demonstrations, testimonials, incidents, analogies, and exhibits and you will build credibility.
To close, restate the action step followed by the benefits. Speak with conviction and confidence, and you will sell your ideas.
Taking a Stand There is a Need for More Training to Promote Effective Co-teaching Strategies for Special and General Educators and Caregivers. By: Martha A Padilla
There are more students with disabilities in the regular education classroom.
Special Education is a service, not a place.
Teachers, administrators, and schools are held more accountable for students’ performance.
(Turnbull, Shank & Smith, 2004)
Individuals with Disabilities Education Act ( IDEA)
IDEA states that children with special needs be placed in the least restrictive environment .
Section 300.117 states:
Each public agency must ensure that each child with a disability has the supplementary aids and services determined by the child’s individualized education program (IEP) team to be appropriate and necessary for the child to participate with non-disabled children in the extracurricular services and activities to the maximum extent appropriate to the needs of the child.
To include students with disabilities into the same schools, classrooms, and activities with students who do not have disabilities and prohibits segregating students with disabilities into separate schools or classrooms.
(Turnbull, Shank & Smith, 2004)
Some factors of inclusion in early education are:
Friendships between young children with and without disabilities develop
Collaboration among parents and professionals
Children develop choice-making skills
Commitment to child-centered education grounded in developmentally appropriate practices
Damore, S., & Murray, C. (2009). Urban elementary school teachers' perspectives regarding collaborative teaching practices. Remedial and Special Education, 30 (4), 234-244.
Ervin, V. (2010). A comparison of co teaching only, pull-out only, and combined service methods for students with disabilities. (Ph.D. dissertation, Capella University, 2010). UMI Dissertation Publishing , AAT3390951.
Estell, D., Jones, M., Pearl, R., & Van Acker, R. (2009). Best friendships of students with and without learning disabilities across late elementary school. Exceptional Children, 76 (1), 110-124.
National Archives and Records Administration. (2006, August 14). Federal Register: Rules and Regulation, 71 (156) 46540-46845. Retrieved April 13, 2010, from http://idea.ed.gov/download/finalregulations.pdf
Getskow, V., & Konczal, D. (1996). Kids with special needs . Huntington Beach, CA: The Learning Works Inc.
Gürgür, H., & Uzuner, Y. (2010). A phenomenological analysis of the views on co-teaching applications in the inclusion classroom. Kuram ve Uygulamada Egitim Bilimleri, 10 (1), 311-331.
Turnbull, R., Turnbull, A., Shank, M., & Smith, S. (2004). Exceptional lives: Special education in today’s schools (4 th ed.). Upper Saddle River, New Jersey: Pearson Prentice Hall .