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Educational needs of diverse learners
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Pros and Cons of Mainstreaming in Educational Classrooms The common assumption of students with learning disabilities is that they take a longer time to learn material and social skills in a general classroom. The idea of mainstreaming into integrated classrooms is a big issue today in the United States. The No Child Left Behind Act of 2001 (NCLB) said that the improvement for the academic achievement of students with disabilities is definitely a need and required all schools to make adequate yearly progress (AYP), including progress with those students possessing learning restraints (J. Sencibaugh and A. Sencibaugh 357). Another law put into place to encourage schools to focus on students with developmental, learning disabilities is the Individuals …show more content…
Integrated classrooms are believed to have their downsides, with the lack of paraprofessionals and special teaching methods, there are many instances in which they are looked down upon. Paraprofessionals are those who are given a professional task but are not licensed to practice that task as a fully qualified professional. Some paraprofessionals spend their days in the classroom, as educational paraprofessionals many of them mainly focus on improving the student’s academic and social skills. In many instances, these paraprofessionals are in the self-contained classrooms practicing “one-to-one” strategies, attempting to really get the idea of an individualized, disconnected, and personal environment. According to Brock and Carter, “Paraprofessionals are used day-to-day in both self-contained and general classrooms, to restrain, teach, and assist in lesson-planning” (211). Brock and Carter also claim that, Although paraprofessionals can serve as valuable members of an instructional team, their role on the team should be targeted and well defined. The studies in this review suggest that paraprofessionals may be most effective when given clear instructions, focused training, and ongoing supervision and support to implement a specific …show more content…
Integrated classrooms are believed to have their downsides, with the lack of paraprofessionals and special teaching methods, there are many instances in which they are looked down upon. Paraprofessionals are those who are given a professional task but are not licensed to practice that task as a fully qualified professional. Some paraprofessionals spend their days in the classroom, as educational paraprofessionals many of them mainly focus on improving the student’s academic and social skills. In many instances, these paraprofessionals are in the self-contained classrooms practicing “one-to-one” strategies, attempting to really get the idea of an individualized, disconnected, and personal environment. According to Brock and Carter, “Paraprofessionals are used day-to-day in both self-contained and general classrooms, to restrain, teach, and assist in lesson-planning” (211). Brock and Carter also claim
Carter, O’Rourke, Sisco, and Pelsue (2009) explain “Focused and relevant training coupled with well-defined responsibilities and adequate supervision and support may increase paraprofessionals’ confidence in their own abilities, qualifications for their job, and overall job satisfaction.” (p.356). Dettmer et al. (2013) suggest that when training paraeducators provide a rationale of the strategy, give step by step instructions, and next model the skill. This should be followed with observations of the paraeducator and providing them with feedback. In addition to the on the job training, focused formal training sessions can be provided by district to improve performance. (Trautman, 2004) Dettmer et al. (2013) expands on this rationale further by conducting needs assessments, then developing sessions, and offering professional credits or stipends for paraeducators who
I chose to do my paper on students with Individualized Education Program’s for this fact alone. The majority of these students do not look any different from the other students. They want to be a part of the general education classroom setting. They may have mainstreaming and inclusion with IEP’s which makes the lives for these students more thriving. The main goal I have discovered in my reading of Individualized Education Program is placing the student at the center. The student is the main priority and their IEP focuses on meeting their educational needs. In reading, Inclusion and Mainstreaming I learned in the past, physically and mentally disabled children were often stricken form society and placed in separate institutions. This ended on November 29, 1975 when the Education for all Handicapped Children Act was signed. The Act required the government to provide ample funding for all handicapped children from ages 3-...
In 1991 the Public Law 94-142, the Education for All Handicapped Children Act was replaced by the Individuals with Disabilities Education Act. This law was passed to provide free and appropriate public education to every child with a disability. It requires that each child with a disability “have access to the program best suited to that child’s special needs which is as close as possible to a normal child’s educational program” (Martin, 1978). The Individualized education program (IEP) was developed to help provide a written record of students’ needs and procedures for each child that receives special education services. The IEP will list all the services to be provided, the student's performance level, academic performance, and modifications in place for the student.
Paraprofessionals are important members of the education team. They can work one-to-one with students, providing help in a certain subject area. Paraprofessionals can teach small groups of students with an area where they may need more help and practice. If students are reading a story, the paraprofessional can call back a small reading group and work on different reading skills with them. They can assist the teacher with planning the lesson and assessing the students during the lesson.
Effective teachers evaluate their classroom environment in comparison to their students’ academic, functional, behavior and social needs. After taking this into consideration, the teacher should make appropriate accommodations and/or modifications to ensure all student success in the classroom. Despite a teacher’s highest expectation for students, students who require a more individualized approach will always be of concern. The INCLUDE strategy is provided for these students who require an individualized approach. INCLUDE allows teachers a strategy for making adaptations or accommodations based on individual student needs, along with the teacher’s expectations in the classroom. (Friend & Bursuck, 2006)
Today, many classrooms in America are “inclusion” classrooms which means, that students with and without disabilities can learn together in one classroom (Inclusive Classroom: Definition, Strategies & Environment). It is often argued in classroom settings in regards to is it beneficial or not. The answer to that is not black and white. There are many contributing factors that go into that answer, some of which include, the age and gender of the student, type of school the student attends, what type of disability the student has, how severe the disability is, and what the school has to offer. As to any partisan social issue, there are many pros and cons that are constantly argued. Many government leaders, school board members, school
In a classroom, the class is a single unit, and teachers teach to the class’s needs, rather than to each individual students’ needs. I enjoy being able to work individually with students in order to cater my teaching toward each one’s specific needs so that I can instill them with passion for each subject.
Encyclopedia of Educational Psychology (2008). Individuals with Disabilities Education Act. Retrieved April 9, 2011, from http://www.sage-ereference.com/educationalpsychology/Article_n139.html
“The Civil Rights Act of 1964 prohibit discrimination on the basis of race, religion, national origin, or gender, but people with disabilities were not included under such protection” (Department of Justice). It was not until 1973 when the Rehabilitation Act came to fruition that people were officially by law protected against discrimination on the basis of either mental or physical disability. The Architectural Barriers Act implemented in 1968 helped people with disabilities have access to buildings and facilities by companies, agencies complying with federal standards for physical accessibility. The Education for All Handicapped Children Act was renamed the Individuals with Disabilities Act (IDEA). This Act allows people with disabilities into public schools and also requires the school to develop (IEP’s) Individualized Education Programs to be developed and fit individualized needs for the student. Another very important piece of legislation is the Americans With Disabilities Act (ADA) in which “prohibits discrimination on the basis of disability in employment, state and local government, public accommodations, commercial facilities, transportation and telecommunications services” (A Brief History, p.1).
According to Sapona and Winterman (2002) teachers implementing this model in their classroom include six comp...
As a new teacher preparing to embark upon what I hope will be a long-lasting, rewarding career in education, I want to create an inclusive, stimulating and collegial climate in my classroom. I plan to make sure that all my students feel valued, and contribute actively to the knowledge, interactions, learning and interests shared by the class. However, I appreciate that as a new, inexperienced teacher I could encounter or unintentionally create barriers that undermine my vision of an inclusive classroom. Although systems will operate in any school setting that can help or hinder inclusive practices, I believe it is my responsibility to ensure that every student in my care has high aspirations, and experiences success at school regardless of the school context.
My teaching career has been spent learning how to provide appropriate support, guidance, patience, & understanding, as well as to enhance academic growth & success, for all students. My purpose as a teacher is to enrich and inspire the lives of young students with moderate/intensive needs by providing access to information instead of functioning as the primary source of information for students to flourish. My teaching methods will be to create an environment ripe with opportunities for discovery and exploration which will allow all students to learn at their own pace, generate questions and construct knowledge, while providing hands-on practice of skills in authentic situations as well as to make learning intriguing and meaningful to all students. Carefully planned and constructed learning environment will also allow the teacher more time to meet the individual needs of each student. Another important factor to a well-prepared learning environment is to facilitate learning, and providing students with balance and consistency (2004). Young students require a balance between various classroom dimensions, including activities guided by the teacher and independent work, quiet work and active work, gross motor and fine motor activities, and open and closed aspects to the curriculum and classroom materials (2004). Consistency is also a required condition for learner success. Schedules (daily and weekly), the enforcement of classroom rules, and student expectations should not be in flux but remain consistent. Without a sense of consistency in the classroom, school life would lack the necessary feeling of safety and reliability young children need to focus, to take risks, and to t...
To help students to feel capable, connected and contributing (or the three C’s) Linda Albert asks us to make five fundamental changes to our classrooms, or what she calls “Paradigm Shifts in Cooperative Discipline” (see figure 2). Firstly, we need to move away from a “hands-on” or “hands-clenched” approach to discipline, which is an authoritarian style of classroom discipline, to a “hands-joined” or democratic style of classroom management. Secondly, we need to recognize that student behavior is a choice, and not caused by some outside force, though these forces may influence student behavior it is ultimately the student’s decision on how they will act in your classroom. Thirdly, she asks us to abandon our long list of classroom rules and replace it with a concise code of conduct; shifting the classroom atmosph...
First let’s take a look and evaluate the classroom by observation to see what need to be improved. One idea that came to mind was some teacher were using peer tutoring as a tool to get out of instruction, thus they were not paying sufficient attention to the students as they worked. The article titled: Using Peer Tutoring to Facilitate Access discussed the findings of this teaching strategy in all levels of learning and basics subjects. This strategy has been defined as one of best ways to reach the student. In comparison to Gusky’s ideas, there is a relationship between professional development and improvement in student learning. For improved student learning peer tutoring is higher achieving students being linked with lower achieving students to promote social enhancement and academic gains. There are three different kinds of peer tutoring; cross-age, peer assisted learning strategies, and reciprocal. Each kind was broken down and explained descriptively. The one that really stood out to me was the reciprocal tutoring. This was illuminating because the students are grouped together with two or more. They have ...
All children can learn when their environment is safe, welcoming, and conducive to obtaining knowledge. To create this positive learning environment requires educators to utilize high expectations for all, strong classroom management, effective communication, acceptance of change, academic rigor, parental involvement, collaboration and collegiality, and accountability. As an instructional leader, it is crucial for me to work with teachers and support staff members to align curriculum and instruction for all grades. Most importantly, as a leader, I must have faith in myself as a professional and know with my experience and preparation, I will be able to recognize teachable moments and guide students and community members as they investigate different ideas and methods to solving problems.