Pull-Out Services

Area 1: Brief Explanation, Thesis Statement and Outline

In years recent, pull-out services have become more prevalent in special education and inclusive classrooms. Whether students are spending time outside of the classroom with support staff in occupational therapy, receiving counseling services, or working with a speech therapist, time spent outside the classroom has caused teachers to re-evaluate their planning and devise their classroom schedules in a way that limits disruption and loss of instruction in the classroom. In special education and inclusive classrooms, teachers are required to find way to build time spent out of the classroom into their daily schedules; with the ensuing push for mathematics and literacy instruction in the classroom, teachers are finding it increasingly difficult to plan for blocks of whole group instruction. Thus, pull-out services creates challenges for teachers to manage their daily classrooms.

In regard to classroom management, much of the research cites effective classroom management as the tool or the blueprint for an effective classroom. One article refers to classroom management as a master plan for success, creating “an air traffic control analogy” to explain the extent of the impact of classroom management on student and teacher success (Mundschenk, Miner, & Nastally 2011, p. 98). Classroom management is critical in the classroom because it provides the framework of the classroom and influences how things are run. In most cases, classroom management pertains to “setting limits”, help students “monitor their behavior and academic progress” through feedback, and establish “safety and transition routines”-- all helpful tools to help both teachers and students become successful in the clas...

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...meet the demands of inclusion. Kappa

Delta Pi Record, 44(4), 149-151. Retrieved from EBSCOhost. Web. 2014.

Case-Smith, J., & Holland, T. (2009). Making decisions about service delivery in early childhood programs. Language,

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Retrieved from EBSCOhost. Web. 2014.

Mcleskey, J., & Waldron, N. L. (2007). Making differences ordinary in inclusive classrooms. Intervention in School and Clinic, 42(3), 62-68. Retrieved from EBSCOhost. Web.

2014.

Mundschenk, N. A., Miner, C. A., & Nastally, B. L. (2011).

Effective classroom management: An air traffic control analogy. Intervention in School and Clinic, 47(2).

Retrieved from EBSCOhost. Web. 2014.

Stevens, K. B., & Lingo, A. S. (2013). Assessing classroom management: The umbrella approach. Beyond Behavior,

22(2), 19-26. Retrieved from EBSCOhost. Web. 2014.