Effective Instruction for Inclusive Education

1935 Words8 Pages
In recent years, several events have contributed to the increased participation of students with disabilities in regular classroom setting. The No Child Left Behind Act of 2001 (NCLB) stipulated that no more than 2% of the population be excluded from federal or state mandated testing. This means that all but the most severely disabled students will be held responsible for the material on yearly achievement tests and high stakes tests at the high school level. NCLB also requires that the teacher of record in a classroom be highly qualified in the subject area that they are teaching. When The Individuals with Disabilities Education Act (IDEA) was reauthorized in 2004, it not only reaffirmed the highly qualified requirements of NCLB, but also continued its long-standing requirement that students be served in the least restrictive environment (Benner, McGill-Franzen & Bell, 2008). While special education teachers are knowledgeable in areas of disability and instructional practices geared toward students with disabilities, they typically are not licensed in content areas. 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... ... middle of paper ... ...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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