Introduction Where students with disabilities “should” be educated has been debated for a very long time and the standpoint varies depending on whom it is you are speaking with. One standpoint is students with disabilities are to be included in all activities while the other standpoint is once a student is diagnosed with a disability it is assumed that the general education classroom is not the right place for a student with disabilities. It is the viewpoint that Special Education is a service not a place that helps all parties involved to understand the main purpose of special education. It has been through a variety of studies that has shown the effectiveness on students with disabilities and without disabilities when instruction is given …show more content…
The test scoring was broken down into reading subtest and math subtest. At the conclusion of the scoring, it was determined that overall whether the core of the instruction was in an inclusive setting or pull out resource room, there were no significant effects on testing. However, students with specific learning disability in a pull out resource room did increase their score more than students without disabilities in Letter-Word Identification. “This suggest that pull-out may be the more appropriate placement option for building specific skills as opposed to conducting specialized instruction in the larger classroom” (Richmond et al., 2009). Compared to the math testing, there were no significant differences in the way student with or without disabilities scored on their pre- and post- test. Although students with disabilities were still scoring lower than students without disabilities, the gap remained the same and did not become larger. In the conclusion of this study, it was stated that “students may need pull-out services for an area of need, but only temporarily. One year later the child may need pull-out services again” (Richmond et al. …show more content…
In regards to the students grades in their content classes, “students with LD served in inclusive classrooms earned significantly higher grades in all four areas of academic instruction” (Rae et al. 2002). When the results of the state proficiency test were reviewed, it was noted that there was no significant difference between students with a specific learning disability receiving instruction in an inclusive classroom or pull out classroom. Lastly, students that were receiving instruction in an inclusive classroom, scored higher on the Iowa Test of Basic Skills than students who were receiving their instruction in a pull out program for both reading and math. At the conclusion of the study with students at the middle school age, “this study clearly demonstrated that students with disabilities included in general education classrooms achieved better outcomes on some measure than did their peers in pullout programs and comparable outcomes on others” (Rae et al.
It is essential that all students have access to a quality education and an inclusive education system should meet their diverse needs. The Victorian Department of Education and Early Childhood Development [DEECD] (2014) stipulates that education providers must make ‘reasonable adjustments’ to support students with disabilities to comply with the standard. Graduate teachers should also demonstrate an understanding of legislative requirements and be able to identify teaching strategies that support the involvement and learning of students with disabilities (AITSL, 2014). They should understand the importance of focusing on what a student with a disability can do and work with the student’s strengths. A graduate teacher should know what resources, agencies and assistive technologies are available to support the learning needs of a student with a disability.
During the 1920's, separate schools were established for the blind, deaf, and more severely retarded (Reddy, p5). However, students that were considered mildly disabled were educated in regular schools, just thought to be 'slow learners'. Soon educators started to develop separate classes for disabled students. The reasoning for taking them out of the normal classroom (exclusion) has not changed in the last eighty years. People today, who are still in favor of exclusion, have the same justification for their belief. It was thought that students...
What do we do with children with disabilities in the public school? Do we include them in the general education class with the “regular” learning population or do we separate them to learn in a special environment more suited to their needs? The problem is many people have argued what is most effective, full inclusion where students with all ranges of disabilities are included in regular education classes for the entire day, or partial inclusion where children spend part of their day in a regular education setting and the rest of the day in a special education or resource class for the opportunity to work in a smaller group setting on specific needs. The need for care for children with identified disabilities both physical and learning continues to grow and the controversy continues.
Downing, J. E., & Peckham-Hardin, K. D. (2007). Inclusive Education: What Makes It a Good Education for Students with Moderate to Severe Disabilities?. Research and Practice for Persons With Severe Disabilities (RPSD), 32(1), 16-30.
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
It is required that the student be placed in the setting most like that of typical peers in which they can succeed when provided with needed supports and services (Friend, 2014). In other words, children with disabilities are to be educated with children who are not disabled to the maximum extent appropriate. Removal may only occur when education in regular classes, with the use of supplementary aids and services, cannot be achieved satisfactorily (Yell, 2006).
Students with learning disabilities in the regular classroom may have challenges that require special attention. If the teacher is able to identify the disabilities and the features associated with them then the teacher can tailor the lessons to meet the needs of the students. These may include differentiated instruction and facilitating an inclusive classroom which will see inclusive strategies employed that will cater to the needs of students with learning disabilities. These inclusive strategies can range from individualized learning programs to team and co-teaching. In some cases, the teacher can arrange for a special education teacher or arrange for a pull out program to assist students who have learning disabilities. Strategies that will also cater to learning disabilities may also include the use of technology. According to Ford 2013 ‘In some situations it may be best for students with LD to be taught in separate pull out classrooms with a teacher who can provide targeted skill instruction in areas where a student is struggling.’ ‘When provided appropriate support within this setting, many of these students can achieve academically and develop positive self-esteem and social skills. (American Speech-Language-Hearing Association 1991). They also recommend that schools should ‘require in-service programs for all school personnel to give them the knowledge and skills necessary to provide education for students with learning disabilities in the regular education classroom.’ Schools should include activities to help participants learn strategies to meet individual needs of students, foster attitudes conductive to educating students with learning disabilities in the regular education classroom, and promote
The majority of students with disabilities should be in an inclusive setting. These students are generally placed based on the Least Restrictive Environment (LRE). Furthermore, the majority of these students are able to keep up academically with their peers, even
Instruction. These two strategies are approaches that address classroom diversity in general education settings, and inclusion classroom settings. The idea of UDL is that instructional lessons, strategies, and assessments are planned with supports, which are more likely to be well-suited for students with special needs. The supports minimize the need for adaptations at a later time. Properly designed classrooms require fewer adaptations for students with special needs, is an ass...
In today’s society, “teachers and principals are being held more accountable than ever before in the history of public education” (Winebrenner, 2006, p. 1). This is occurring as a result of the Individuals with Disabilities Act, or IDEA 2004, which “require[s] that children with disabilities be educated in the “least restrictive environment” [or LRE]” (Miller, 2014, slide 6). The learning environment must be conducive enough for children with special needs to receive a free appropriate public education (FAPE). According to Friend (2014), “it is presumed that the LRE for most students with disabilities is the general education setting, and educators must justify any instance in which a student with a disability is not educated there” (p. 14). These ideas began to emerge in 1954 when the “Brown v. Board of Education of Topeka, Kansas decision clarify[ed] that “separate cannot be equal,” [and] some professionals began questioning whether separate classes provided students with disabilities with an appropriate education” (Friend, 2014, p. 10) and as result, this led to early research of inclusive environments in education.
Jorgensen, C. M. (1997 July). Curriculum and Its Impact on Inclusion and the Achievement of Students with Disabilities. Retrieved October 8, 2002 from http://www.asri.edu/CFSP/brochure/curricib.htm
During the late 1980’s and 1990’s the number of children with learning disabilities receiving special education services grew rapidly, but during 1998 and 2007 the number of children classified as having a LD has declined by 7% (Cortiella, 2009). “In 2007, 59% of students with LD spent 80% or more of their in-school time in general education classrooms. In 2000, that figure was just 40%” (Cortiella, 2009). In addition, students with disabilities are spending more time with students in traditional classroom settings. According to the Department of Education, “approximately 6 million children (roughly 10 percent of all school-aged children) receive special education services” (Pardini, 2011).
In today’s educational environment, all students expect to receive the same level of instruction from schools and all students must meet the same set of standards. Expectations for students with learning disabilities are the same as students without any learning difficulties. It is now unacceptable for schools or teachers to expect less from one segment of students because they have physical disabilities, learning disabilities, discipline problems, or come from poor backgrounds. Standardize testing has resulted in making every student count as much as their peers and the most positive impact has been seen with the lowest ability students. Schools have developed new approaches to reach these previously underserved students while maintaining passing scores for the whole student body. To ensure academic success, teachers employ a multi-strategy approach to develop students of differing abilities and backgrounds. Every student is different in what skills and experiences they bring to the classroom; their personality, background, and interests are as varied as the ways in which teachers can choose to instruct them. Differentiated instruction has been an effective method in which teachers can engage students of various backgrounds and achieve whole-class success. When using differentiated instruction, teachers develop lesson strategies for each student or groups of students that provide different avenues of learning but all avenues arrive at the same learning goal.
When teaching students with disabilities it is important to know and understand the needs of all the students in the classroom. Ultimately, the goal for any educator is to educate all of the students in the classroom and ensure that appropriate accommodations are being made for students with disabilities. By utilizing these skills in reading, writing, and classroom management, an educator will be able to help all students be successful.
To begin with, full inclusion in the education system for people with disabilities should be the first of many steps that are needed to correct the social injustices that people with disabilities currently face. Students with disabilities are far too frequently isolated and separated in the education system (Johnson). They are often provided a diluted, inferior education and denied meaningful opportunities to learn. There are many education rights for children with disabilities to p...