When lawmakers signed the No Child Left Behind Act, the new standards- driven approach required teachers to change their opinion about disinterested students. In the past, a remark such as “You can lead a horse to the water, but you can’t force it to drink” would suffice to describe a student’s personality and ability from one teacher to another. Now, school faculty must cultivate new approaches to encourage and challenge those disinterested students to perform on the same levels as their erudite peers. Communities, politicians and administrators beckon for the school’s transformation. Yet, the schools lack the bridge to connect idealism to practicality. In order for schools to transform disinterested students into dedicated learners, the school must promote and sustain the development of self-determination skills in the classroom.
Schools in the most diverse environments are the least likely to support the development of self-determination skills. Research by Zhang and Benz(2006) concluded, “1) Parents with college degrees gave their children more opportunities to express their interests, make daily decisions having important impacts on their life, and set personal goals 2) Parents of higher-income families were more likely to engage in practices that fostered their children’s self determination skills 3) Parents of students with disabilities were less likely to engage in these practices”. The research implies that students living in family conditions of cultural diversity, low-income and/or low educational status do not receive the opportunities to establish self-determination. Parents must not only present ideas, but also allow students to act upon opportunities to establish self-determination. Both parents and teachers mus...
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...access to the general education curriculum. The Journal of Special Education, 42(91), 91-106.
Wehmeyer, M.L., & Kelchner, K. (1996). Perceptions of classroom environment, locus of control and academic attributions of adolescents with and without cognitive disabilities. Career Development for Exceptional Individuals, 19(15), 15-30.
Wehmeyer, M.L., & Schalock, R.L. (2001). Self-determination and quality of life: implications for special education services and supports. Focus On Exceptional Children, 33(8), 01-16.
Young, M.R. (2005). The motivational effects of the classroom environment in facilitating self-regulated learning. Journal of Marketing Education, 27(25), 25-40.
Zhang, D., & Benz, M.R. (2006). Enhancing self-determination of culturally diverse students with disabilities: current status and future directions. Focus on Exceptional Children, 38(9), 01-12.
The Individuals with Disabilities Education Act (IDEA) has established procedures for the placement of students with disabilities within a school setting. Members of the child study team develop individualized education programs (IEP) ,which are designed place students in the least restrictive environment based on their needs (Jones & Hensley, 2012). Research conducted by Jones and Hensley (2012), indicates that students with disabilities in self-contained classrooms exhibit lower levels of self-determination than students in resource classrooms. The research study consisted of 51 middle and high school students and 12 special education teachers. Their objective was to examine the impact of classroom placement on student outcomes and relationships (Jones & Hensley, 2012). In this study, self-contained classrooms focused on life skills such as, cooking, jobs, interacting in the community, and so forth. Resource classrooms were considered "pull-out classes”, which maintained an academic core curriculum, but utilized a small group learning environment (Jones & Hensley, 2012). Students in the resource classrooms were well integrated into the general school population. Th...
Staub, D., & Peck, C. A. (1994, December-1995, January). What are the outcomes for non-disabled students? Educational Leadership, 52(4), 36-40.
Teacher Interview(s): according to Ms. Special Ed, a ten-year veteran of special education who started her career at age twenty-nine, proportionally, 35.4 percent of S.H.E. students have an Individualized Education Program, in conformity with the Individuals with Disabilities Education Act, herein IDEA. In Windham County, the average public school has 18.6 percent of its student population considered to be learning disabled; S.H.E. has a noticeably higher percentage of students with learning disabilities, compared not only with Windham County, but Connecticut overall, as the average public school in the state is populated by 26.4% of its elementary students with learning disabilities. Further, more males than females at S.H.E. have learning disabilities with a ratio of 10.1% of females to 25.3% of males in the special education program. For the this specific field experience study relating to Students X & Y, both six-year old males, S.H.E. “offers” seven special education teachers and 13 paraprofessional instructional assistants who “service” the special needs of exceptional students including speech services, behavior interventionists and dedicated special education
In our society human beings play many different roles in life. There are so many different people and each person has their own personality. When a baby born, the baby doesn’t know anything, and slowly he started to learn and family, parents, culture, society, institutions are huge resources behind his development of being himself. The article by Ryan and Deci (2000)… discussed about self-determination theory, intrinsic and extrinsic motivation. Self-determination theory represents a broad framework for human motivation and personality. Intrinsic motivation refers to engage in a behavior that gives internal rewards. Extrinsic behavior is driven by external rewards. In this paper I am going to discuss some of my personal experiences and real
Donovan, M. Suzanne and Christopher T. Cross (2002, August). Minority Students in Special and Gifted Education. Retrieved from http://site.ebrary.com.ezproxy2.library.drexel.edu/lib/drexel/-docDetail.action?docID=10032383.
Ansalone, G. (2005). Getting our schools on track: Is detracking really the answer? [computer file]. Radical Pedagogy, 6(2), p. 1. Retrieved from Education Full Text database.
...n countries are considering the development of a special education system, necessary planning must be implemented to inform and educate all staff members and involvement of researchers to discuss and examine the entire educational program. The most important part of the system must consider the students well-being with the least obstructive involvement in students school and educational life. All factors of the students life must be presented including home life which creates an necessary and crucial involvement of the parents. Inclusion requires constant assessment of practices and results to better inform all parties of student progress. As inclusion becomes more widespread, a collaboration of developers and data must be analyzed to determine specific, effective strategies in creating happy, contributing citizens. (Wisconsin Education Association Council, 2007)
Asians are one of fastest growing minority groups in America today. During this century, various factors at home and abroad have caused people from Asia to immigrate to the United States for better or for worse. Due to these factors, Americans and American teachers, in particular, need to educate themselves and become aware of the Asian American students’ needs in terms of success and happiness. Before beginning my research, I felt I had an easy subject: studying Asian Americans in relation to their education in public schools. How simple! Everyone knows they are smart, hard working, driven to succeed in spite of their nerdish, geeky, non-athletic, broken-English stereotype. Of course they are successful and happy! Why wouldn’t they be?
Ormsbee, C. (2001). "Ending Discrimination in Special Education/Achieving Educational Equity (Book Review)." Intervention in School & Clinic; Sep2001, Vol. 37 Issue 1, p48.
...her ups, and then once their ideas of education update, so can school systems, then teachers themselves. Maiers “Keys to Student Engagement” shows the raw potential that school systems already have. It also shows that students need the drive and ambition to succeed. Tristan’s article on edutopia provides ideas that are already in motion. His ideas and tips have already started to work in public high school in his community. With the guidance and vision of these three authors public school issues could cease to exist. Even though there’s a lot involved getting administrators (and some teachers) on board, it is possible, and in the near future, a reality.
My personal philosophy on special education begins with this firm conviction, I believe all children are “uniquely and wonderfully” made, and regardless of their disability, posse unique gifts and talents. My philosophy of special education has developed, not from just being a general education teacher for many years, and a graduate student in special education, but also from being blessed to be a parent of a special needs child. I believe that every child deserves to have the best possible education, regardless of their disabilities or challenges. It is our responsibility, as special education teachers, to not focus on a student’s disabilities and challenges, but rather focus and develop their personal gifts and talents, in an environment
Mazurek, K. & Winzer, M.A. (Eds.). (1994). Comparative Studies in Special Education. Washington, DC: Gallaudet University Press.
Education is a vital part of growing up. Everyone goes through the education system to help carve a path towards their future self and what career they want to focus on as they get older. However, what most people become confused on is the difference between “general education” and “special education.” General education is the education provided to students who physically attend school. Now, special education is the education provided by the school plus extra programs and services to help aid and guide the students through the general education. Special Education is defined as, “the means through which children who have disabilities receive an education specifically designed to help them reach their learning potential” (Friend, 4). The emotions
It is first important to understand how motivation works in the classroom. There are infinite procedures teachers use to achieve desired effects from their students, but there are general patterns these motivational tools follow. In order for teachers to communicate with their students, they must identify with their needs on an individual basis (Gawel, 1997). This proposal is much akin to Maslow's Hierarchy of Needs, which states five basic needs that must be met in order to achieve full motivation. These needs, in ascending order, are as follows: physiological, security, love and belongingness, esteem and self-respect, and self-actualization (Gawel, 1997). Each of these needs details a very important issue in motivation inside the classroom and out.
Motivation is really important tool in a learning environment. Also motivation effects student learning and their behavior as well. It directs behavior towards particular targets. Also it effect the decision which students takes. In motivation mainly we have two types which is intrinsically and extrinsically being motivated. For example: when a student is intrinsically motivated they just do it for themselves not because of the reward that they will get back. It’s just because they have their own interest and they enjoy doing that. On the other side, when a student is extrinsically motivated they just do it for the reward that they will get. That’s why in learning process it’s important that each student should