1) General education and special education teachers are expected to co-teach in inclusive classrooms but often lack training in each other's areas of expertise.
2) The history of educating students with disabilities has shifted from segregated settings to inclusion under laws like IDEA, but more progress is needed.
3) Co-teaching, where teachers jointly plan and instruct a diverse group of students, supports inclusion and fulfills political and educational goals when implemented properly through styles like station teaching and parallel teaching.
A Review of Inclusive Education Curriculum at primary level in PakistanSamia Dogar
The study was designed to review of curriculum of inclusive education at primary
level.The procedure of the study involved the selection of 100 students from the public
schools of Islamabad randomly. The data was collected through questionnaires. Analysis
and interpretation of the data was carried out by the help of the frequencies of the data.
Keeping in view the collected data it has been concluded that students learn less with the
help of verbal lecture only. Teachers did not use A/V aids for their class room teaching,
because A/V aids have not been provided to their institute. Most of the teachers were not
trained for teaching inclusive education curriculum. They should be provided training
through in-service refresher courses or workshops. It was also concluded that contents are
too lengthy and most of the students, feeling bored, start daydreaming during their classes.
The Data also shows that curriculum sometimes does not match with the mental level and
needs of special students. It is recommended that books should be colorful and Teachers
must be trained through workshops/seminar about inclusive educations.
A Review of Inclusive Education Curriculum at primary level in PakistanSamia Dogar
The study was designed to review of curriculum of inclusive education at primary
level.The procedure of the study involved the selection of 100 students from the public
schools of Islamabad randomly. The data was collected through questionnaires. Analysis
and interpretation of the data was carried out by the help of the frequencies of the data.
Keeping in view the collected data it has been concluded that students learn less with the
help of verbal lecture only. Teachers did not use A/V aids for their class room teaching,
because A/V aids have not been provided to their institute. Most of the teachers were not
trained for teaching inclusive education curriculum. They should be provided training
through in-service refresher courses or workshops. It was also concluded that contents are
too lengthy and most of the students, feeling bored, start daydreaming during their classes.
The Data also shows that curriculum sometimes does not match with the mental level and
needs of special students. It is recommended that books should be colorful and Teachers
must be trained through workshops/seminar about inclusive educations.
National FORUM of Applied Educational Research Journal 27(1&2) 2014, Sandra C...William Kritsonis
National FORUM of Applied Educational Research Journal 27(1&2) 2014, Sandra Cooley Nichols & Adriane N. Sheffield - NATIONAL FORUM JOURNALS ((Founded 1982), Dr. William Allan Kritsonis, Editor-in-Chief - www.nationalforum.com
NATIONAL FORUM JOURNALS
Founded 1982
NATIONAL FORUM JOURNALS are a group of national refereed, juried, peer-reviewed, blind-reviewed professional periodicals. Any article published shall earned five affirmative votes from members of our National Board of Invited Distinguished Jurors and must be recommended for national publication by members of the National Policy Board representing all National FORUM Journals. Journal issues are distributed both nationally and world-wide.
Our website features national refereed articles that are published daily within our National FORUM Journals Online Journal Division. Over 1,000 articles are available to scholars and practitioners world-wide. Over 250,000 guests visit our website yearly. About 56,000 articles are downloaded for academic purposes at no charge. We have about an 88% rejection rate. See: www.nationalforum.com
Founded in 1982, National FORUM Journals has published the scholarly contributions of over 5,200 professors with over 2,000 articles indexed. Our journals are indexed with many global agencies including Cabell’s Directories, ERIC, EBSCO, SWETS International, Library of Congress National Serials Data Program, and the Copyright Clearance Center, Danvers, Massachusetts.
Global Website: www.nationalforum.com
This paper elaborates the importance of Cooperative Learning in the present world context of globalisation in language classes. See http://beyondelt.blogfa.com
Social Theory and Contemporary EducationLisa MacLeod
Over the years, Social Theorists have explored and presented concepts based on the structure of our societies. Key factors which contributed to the structure of society are economical, political and social transmissions. Societies existed in compliance with preconceived social rules of society. Today, Post-Modern Theorists consider it pertinent to become more aware of the underlying factors that mold our state of being. Educators are uncovering the hidden curriculum that limits opportunities and experiences of those from various cultural groups. This presentation summarizes the Functionalism, Interpretivism, Marxism, and Post-Modernism theories and suggests the most compatible approach to educations based on the author’s current pedagogical situation.
Controversies and Navigation of Inclusive Education in the Context of Bangladeshinventionjournals
Inclusive education is one of the most important steps to promote integration of special learners in our society, yet it is not much familiar or established everywhere. Collaboration with mainstream students is a big platform to make them efficient citizen. It ensures their holistic development and flourishes their individual identity. All the children have equal right to participate and get opportunities of education together; especially these segregated groups need to be surrounded by people who will lift them higher. But practically the way is full of difficulties. Differences persist in policymaking, curriculum, classroom arrangements, teaching-learning system, evaluation, materials, teacher training and so forth. This paper tries to identify and reduce the gap between the practices of these two educational sectors. In this respect, mainstream educators and practitioners have been interviewed to know their interest, expectations and doubts about this assimilation. Besides, some successful cases have been observed closely with a purpose of bringing it in practice from the conceptual stage.
The mission of the Mental Health / Developmental Disability (MHDD) Court of the Cuyahoga County Common Pleas Court is to identify defendants / offenders with severe mental illnesses and / or developmental disability in order to divert them from or guide them through the criminal justice system.
It is the ultimate goal of this specialized court to provide early assessment along with extensive corroboration between the Court Psychiatric Clinic, the County Jail, Pretrial Services, Probation Department, the service providers, and the Court in order to provide treatment and control within the community or sanctions whenever appropriate.
National FORUM of Applied Educational Research Journal 27(1&2) 2014, Sandra C...William Kritsonis
National FORUM of Applied Educational Research Journal 27(1&2) 2014, Sandra Cooley Nichols & Adriane N. Sheffield - NATIONAL FORUM JOURNALS ((Founded 1982), Dr. William Allan Kritsonis, Editor-in-Chief - www.nationalforum.com
NATIONAL FORUM JOURNALS
Founded 1982
NATIONAL FORUM JOURNALS are a group of national refereed, juried, peer-reviewed, blind-reviewed professional periodicals. Any article published shall earned five affirmative votes from members of our National Board of Invited Distinguished Jurors and must be recommended for national publication by members of the National Policy Board representing all National FORUM Journals. Journal issues are distributed both nationally and world-wide.
Our website features national refereed articles that are published daily within our National FORUM Journals Online Journal Division. Over 1,000 articles are available to scholars and practitioners world-wide. Over 250,000 guests visit our website yearly. About 56,000 articles are downloaded for academic purposes at no charge. We have about an 88% rejection rate. See: www.nationalforum.com
Founded in 1982, National FORUM Journals has published the scholarly contributions of over 5,200 professors with over 2,000 articles indexed. Our journals are indexed with many global agencies including Cabell’s Directories, ERIC, EBSCO, SWETS International, Library of Congress National Serials Data Program, and the Copyright Clearance Center, Danvers, Massachusetts.
Global Website: www.nationalforum.com
This paper elaborates the importance of Cooperative Learning in the present world context of globalisation in language classes. See http://beyondelt.blogfa.com
Social Theory and Contemporary EducationLisa MacLeod
Over the years, Social Theorists have explored and presented concepts based on the structure of our societies. Key factors which contributed to the structure of society are economical, political and social transmissions. Societies existed in compliance with preconceived social rules of society. Today, Post-Modern Theorists consider it pertinent to become more aware of the underlying factors that mold our state of being. Educators are uncovering the hidden curriculum that limits opportunities and experiences of those from various cultural groups. This presentation summarizes the Functionalism, Interpretivism, Marxism, and Post-Modernism theories and suggests the most compatible approach to educations based on the author’s current pedagogical situation.
Controversies and Navigation of Inclusive Education in the Context of Bangladeshinventionjournals
Inclusive education is one of the most important steps to promote integration of special learners in our society, yet it is not much familiar or established everywhere. Collaboration with mainstream students is a big platform to make them efficient citizen. It ensures their holistic development and flourishes their individual identity. All the children have equal right to participate and get opportunities of education together; especially these segregated groups need to be surrounded by people who will lift them higher. But practically the way is full of difficulties. Differences persist in policymaking, curriculum, classroom arrangements, teaching-learning system, evaluation, materials, teacher training and so forth. This paper tries to identify and reduce the gap between the practices of these two educational sectors. In this respect, mainstream educators and practitioners have been interviewed to know their interest, expectations and doubts about this assimilation. Besides, some successful cases have been observed closely with a purpose of bringing it in practice from the conceptual stage.
The mission of the Mental Health / Developmental Disability (MHDD) Court of the Cuyahoga County Common Pleas Court is to identify defendants / offenders with severe mental illnesses and / or developmental disability in order to divert them from or guide them through the criminal justice system.
It is the ultimate goal of this specialized court to provide early assessment along with extensive corroboration between the Court Psychiatric Clinic, the County Jail, Pretrial Services, Probation Department, the service providers, and the Court in order to provide treatment and control within the community or sanctions whenever appropriate.
My position affords me the opportunity to work with a wide-range of academic investigators from varied disciplines. I help them in a myriad of ways to achieve their vision. I am exceptionally lucky to be able to rub shoulders with some of today’s best and brightest academics. The one thing they all have in common is the desire to successfully pursue their research program. That can take the form of responding to a $5,000 award for a seed project or participating as a Co-I in a $5M project. As a leader or participant, there are universal truths for success.
The goal of special and inclusive education is to ensure that all students, including those with disabilities or diverse learning needs, have access to quality education that meets their individual requirements. Here's a breakdown of the goal and scope of special and inclusive education:
**Goal**:
1. **Equitable Access**: Special and inclusive education aims to provide equitable access to education for all students, regardless of their abilities, backgrounds, or differences. This means removing barriers to learning and ensuring that every student has the opportunity to reach their full potential.
2. **Student Success**: The primary goal is to promote the academic, social, emotional, and vocational success of all students. Special education focuses on addressing the specific learning needs of students with disabilities, while inclusive education emphasizes creating environments where all students can thrive.
3. **Inclusion and Participation**: Special and inclusive education seek to foster inclusive schools and classrooms where every student feels welcome, valued, and supported. This involves promoting participation, collaboration, and positive relationships among students, teachers, and the broader school community.
4. **Individualization and Differentiation**: Special and inclusive education recognize that each student is unique and may require different types and levels of support. The goal is to provide individualized instruction and interventions tailored to the strengths, needs, and preferences of each student.
5. **Empowerment and Self-Advocacy**: Special and inclusive education aim to empower students to advocate for themselves, make choices about their education, and participate actively in decision-making processes. This includes promoting self-determination, self-confidence, and self-advocacy skills.
**Scope**:
1. **Early Intervention**: Special and inclusive education may begin in early childhood with interventions and support services designed to identify and address developmental delays or disabilities as early as possible.
2. **K-12 Education**: Special and inclusive education encompass all levels of education, from kindergarten through grade 12. This includes providing accommodations, modifications, and support services to students with disabilities in general education classrooms, as well as specialized instruction in special education settings when needed.
3. **Transition Planning**: Special and inclusive education involve preparing students with disabilities for post-secondary education, employment, and independent living. This may include transition planning, vocational training, job placement services, and community integration programs.
4. **Collaboration and Professional Development**: Special and inclusive education require collaboration among educators, administrators, families, and community stakeholders to ensure that the needs of all students are met effectively. This involves ongoing professional development,
Kali is a special educationresource teacher who has 32stud.docxcroysierkathey
Kali is a special education
resource teacher who has 32
students with mild to moder-
ate disabilities on her case-
load. The special education
department at Chavez High
School (CHS) decided 2 years
ago to organize by grade level,
so most of the students on
Kali’s caseload are in the 10th
grade, although she has two in
the 9th grade and four in the
11th. At the end of the last
school year, CHS teachers dis-
cussed at great length how
the school was supposed to
become more “inclusive” and
how the No Child Left Behind
(NCLB) Act might affect sec-
ondary special educators.
Although Kali was accustomed
to teaching resource classes in
English and algebra, her prin-
cipal just informed her that
she will be expected to “co-
teach” so that more of her stu-
dents could be included in
general education classes and
have their needs met in those
classes.
Christien, a general education
10th grade English teacher,
also was recently told that he
would be co-teaching with
Kali. It is only a few days
before school begins, and
Christien and Kali find them-
selves meeting and asking the
same questions. What exactly
is co-teaching? How can it be
done at the secondary level?
What role will, or even should,
Kali have in the general educa-
tion classroom? Is this the
same thing as being a glorified
aide? Can co-teaching really
help to meet secondary stu-
dents’ needs?
Secondary students with disabilities
are expected to meet the same high aca-
demic standards as their peers without
disabilities in general education class-
rooms, yet many do not experience suc-
cess during their middle and high
school years. This lack of success for
students with disabilities at the second-
ary level often is impacted by miscom-
munication between educators (Smith,
Polloway, Patton, & Dowdy, 2002), an
increasing difficulty with assignments,
and an inability to address diverse
learning needs given the strong focus on
content mastery.
Reith and Polsgrove (1998) aptly
state that, “it is not enough to merely
place students with [disabilities] in gen-
eral class settings without providing
appropriate training, materials, and sup-
port to them and their teachers. To do so
surely invites their failure” (p. 257).
How can these issues be addressed at
the secondary level? One tool being
used by many special and general edu-
cators to meet the needs of secondary
students is co-teaching. Co-teaching is a
method by which educators can meet
the needs of students with and without
disabilities who are struggling in a sec-
ondary class. The term “highly quali-
fied” in NCLB is leading to discussions
that perhaps will require secondary spe-
cial educators to be licensed in any con-
tent area in which they provide individ-
ualized instruction in a self-contained
setting.
Based on this possible interpretation,
co-teaching is becoming an increasingly
more desirable, and for some, a more
feasible, service delivery option. In the
spirit of NCLB, co-teachers jointly plan
and conduct instruction in a ...
CH 10 Social Constructivist Approaches.pptVATHVARY
Compare the social
constructivist approach with other
constructivist approaches.
Explain how teachers
and peers can jointly contribute to
children’s learning.
Discuss effective
decisions in structuring small-group work.
Guided ResponseRespond to at least one classmate that has been .docxJeanmarieColbert3
Guided Response:
Respond to at least one classmate that has been assigned a different position from you and offer a rebuttal. Be sure to provide evidence from the literature to support your opposition. Also, respond to your original post and provide your own opinion of inclusion based on the evidence from the research and the responses of your classmates. Did your thinking change after reading your classmates’ viewpoints? Share your concerns about working with students with special needs in the regular classroom.
BY:
Mallory Johnson
What is inclusion?
Inclusion is an educational environment in which all students are grouped together in the same classroom regardless of their intelligence level hence the phrase used, “Least Restrictive Environment”. This practice means that an increasing number of regular classroom teachers are called upon to teach exceptional children in regular classrooms, sometimes also termed inclusive classrooms (LeFrançois, G. 2011).
IDEA was established for children with learning disabilities and has been mandated as a part of every educational facility.
As defined by the American Psychological Association, “The Individuals with Disabilities Education Act (IDEA) ensures that all children with disabilities are entitled to a free appropriate public education to meet their unique needs and prepare them for further education, employment, and independent living.”
Not every student learns equally; however, every student should be given the equal opportunity to do so regardless of their learning abilities. With that, inclusion provides an environment where not only students will learn together, but regular students will respect and build friendships with students with learning disabilities. While I never had the change to experience this firsthand, this type of environment will enhance friendships and students helping one another. I think that when a child is included in something, their self confidence improves and they will strive to work harder.
Second, inclusion allows students to understand one another and learn from each other as far as customs and courtesies and attitudes. Students are vulnerable to imitate what they see whether it be good or bad. According to the text, one of the benefits of inclusion is the learning of socially appropriate behaviors by students with disabilities as a result of modeling the behavior of other students.
Lastly, inclusive classrooms provide students with learning disabilities access to general learning like the rest of their peers. They will learn the same information instead of the curriculum being adjusted which may omit valuable information. In this case, these students may be learning information that could be too easy depending on where they stand knowledge wise. For others, the adjustment may hinder learning more challenging information some could be ready for.
Individuals with Disabilities Education Act (IDEA). (n.d.). Retrieved July 17, 2016, from http://www.apa.org/about/.
Collaborative approaches in special educationAhmed Bilal
In special education, the term "collaboration" refers to a team-teaching approach. In addition to the regular classroom teacher and the special education teacher, a collaborative team may also include speech, occupational, and/or physical therapists.
Essay on Inclusion in the Classroom
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2. The problem with inclusion…..
General education teachers are expected to teach students
with intellectual disabilities (ID) in regular education classroom
However
general educators, who have vast knowledge regarding
curriculum and subject matter, have not received special
education and differentiating instruction training
And
special educators, who have training regarding special
education students, are not given the opportunity to educate
and support general education teachers in an inclusive
setting.
3. How come the problem is
coming to the forefront now?
Haven’t students with disabilities been
included in school
programs
for
many
years?
5. History
Prior to the 1970s, the fate of many
individuals with disabilities was likely
to include residency
in a state institution
for persons
with mental
retardation or
mental illness
(Broderick, Mehta-Parekh, & Reid). .
6. History (cont.)
Many of these restrictive
settings provided only
minimal food, clothing,
and shelter.
Too often, persons with
disabilities were merely
accommodated rather
than assessed, educated,
and rehabilitated (Broderick et
al.).
7. A step in the right direction…..
=
Public Law 94-142: 1975
(Education of All Handicapped Children Act)
8. I n 1 9 7 5 , C o n g re s s p a s s e d P u b l i c L aw 9 4 - 1 4 2
*now known as the Individuals with Disabilities Education Act (IDEA).
In order to receive federal funds for
education, states had to develop and
implement policies that assured all
children with disabilities received a
free appropriate public
education (FAPE)
(Individuals with Disabilities Education Act, 2004)
9. (IDEA, 2004)
1) Early intervention programs have supported over 200,000 eligible infants ,
toddlers, and their families
2) Nearly 6 million children receive special education services to meet their
individual educational needs.
3) More children are in their neighborhood schools, rather than in centrally
located schools or institutions
4) The majority of children with disabilities are now being educated in regular
classrooms with their non-disabled peers.
5) High school graduation rates have increased by 14 % from 1984 to 1997.
6) Today, post-school employment rates for youth served under IDEA are twice
those of older adults with similar disabilities who did not have the benefit of
IDEA.
7) Post-secondary enrollments among individuals with disabilities receiving
IDEA services have tripled since 1978.
11. ….supporting inclusive least restrictive
environments with co-teaching classrooms
You should know….
Inclusion= is when students with disabilities have the
right to be members of classroom communities with
nondisabled peers, whether or not they can meet the
traditional expectations of those classrooms (Virginia
Department of Education, 2010)
Co-teaching= an instructional delivery option where
two or more licensed professionals, typically general
education and special education teachers, jointly plan
and deliver instruction in a shared space with a diverse
group of students (VDOE,2010)
12. What does co-teaching look like?
These classrooms are
very unique and
the next two slides
demonstrate options
for teachers..........
13. Co-teaching Styles
1.One teach, one 2. Station teaching 3. Parallel teaching
observe This is when instruction is divided
over 3 centers. The students, are
This is when two teachers, each
with half the class group, present
also divided into three groups
This is when one teacher leads the the same material for the primary
and rotate from station to station.
large-group instruction while purpose of fostering instructional
Two stations are being taught by
the other gathers academic, differentiation and increasing
a teacher and one station
behavioral, or social data student participation
consists of independent work
Note. From “Coteaching: An illustration of the complexity of collaboration in special education,” by Friend, Cook, Hurley-
Chamberlain, & Shamberger, 2010, Journal of educational and psychological consultation, 20, p. 12.
14. Co-teaching styles
6. One teach,
4. Alternative
5. Teaming, one assist:
teaching
This is when in which
This is when in which one This is when both one teacher leads
teacher works with most
students while the other works teachers lead instruction while the
with a small group for large-group other circulates
remediation, enrichment, among the students
assessment, etc. instruction. offering individual
assistance.
Note. From “Coteaching: An illustration of the complexity of collaboration in special education,” by Friend, Cook, Hurley-
Chamberlain, & Shamberger, 2010, Journal of educational and psychological consultation, 20, p. 12.
15. Co-teaching has cultural benefits
When children only spend time with other children who are the
same, then they are never exposed to children who are different.
Segregating children is a disservice
By intermixing children of all abilities, children are challenged to
develop a sense of acceptance and not prejudice.
(Friend, Cook, Hurley-Chamberlain, & Shamberger et al.,2010).
16. Co-teaching fulfills political regulations
According to the
Individuals Education with Disabilities Act (IDEA)
all
children are entitled to a
free and appropriate education (FAPE).
(IDEA, 2004)
~Therefore ~
The solution of co-teaching supports political goals.
All students will benefit from co-teaching and inclusive
educational settings, because co-teaching practices encourage
collaboration among teachers and create challenging learning
environments for all students.
17. The educational opportunities for children with
disabilities have increased. Special education services
and teachers have entered the school buildings.
However, the segregation of students with disabilities
needs to be amended and public schools need to
embrace a more inclusive school system. The change
from a dual educational system, general versus special
education, to a united system where inclusion is the
focus, takes time; but, co-teaching is a way teachers
can collaborate and make inclusion a success.
18. References
Broderick, A., Mehta-Parekh, H., & Reid, K. (2005). Differentiating instruction
for disabled students in inclusive classrooms. Theory Into Practice, 44(3),
194–202.
Friend, M., Cook, L., Hurley-Chamberlain, D., Shamberger, C. (2010).
Coteaching: An illustration of the complexity of collaboration in special
education. Journal of educational and psychological consultation, 20, 9–
27.
Individuals with Disabilities Education Act (2004). Building the legacy: IDEA
2004. Retrieved from http://idea.ed.gov
Virginia Department of Education (2010). Stepping stones for success:
collaboration. Retrieved from http://www.doe.virginia.gov/teaching/
career_resources/stepping_stones2