In the state of Tennessee, students entering ninth grade in the fall of 2009 will be under the stricter guidelines and increased rigor of the Tennessee Diploma Project (TDP). In order to earn a regular high school diploma, students are required to earn the twenty two regular class credits and pass state developed end of course exams. These new requirements, along with the passage of NCLB and IDEA, have greatly increased the numbers of special education students receiving instruction in regular classrooms.
As I look back over my almost two decades as a special educator, I can see that these recent events are truly just the next step in the trend to better educat...
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...s with Disabilities Education Act of 2004, 20 U.S.C. §§ 1400-1485 (2004 supp. IV), Pub. L. No. 108-446 (2004), 108th Congress, Second Session.
Keefe, E. B., Moore, V., & Duff, F. (2004). The four "knows" of collaborative teaching. Teaching Exceptional Children, 36(5), 36.
No Child Left Behind Act of 2001, 20 U.S.C.A. §§ 6301 et. seq., Pub. L. No. 107-110, 115 Stat. 1425 (2002).
Scott, S. S., McGuire, J. M., & Shaw, S. F. (2003). Universal design for instruction. Remedial and Special Education, 24(6), 369.
Shaddock, A.J. (2007). Improving learning outcomes for all students: strategies for teachers who don’t claim to be super heros. Keynote address to the University of Sydney “Successful Learning Conference”. Sydney, Australia.
Vaidya, S. R. (1997). Meeting the challenges of an inclusive classroom of improving learning for all students. Education, 117(4), 622.
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