In public schools across the United States, students with special needs are placed in self-contained and resource classrooms in an attempt to facilitate effective teaching and learning practices. However, for some students, the physical placement of self-contained classrooms in and of itself is cause for concern and can impede the learning process (Jones & Hensley, 2012). When students feel isolated or stigmatized by their school environment, their confidence and self-determination levels can be negatively impacted, thereby, diminishing academic progress.
The Individuals with Disabilities Education Act (IDEA) has established procedures for the placement of students with disabilities within a school setting. Members of the child study team develop individualized education programs (IEP) ,which are designed place students in the least restrictive environment based on their needs (Jones & Hensley, 2012). Research conducted by Jones and Hensley (2012), indicates that students with disabilities in self-contained classrooms exhibit lower levels of self-determination than students in resource classrooms. The research study consisted of 51 middle and high school students and 12 special education teachers. Their objective was to examine the impact of classroom placement on student outcomes and relationships (Jones & Hensley, 2012). In this study, self-contained classrooms focused on life skills such as, cooking, jobs, interacting in the community, and so forth. Resource classrooms were considered "pull-out classes”, which maintained an academic core curriculum, but utilized a small group learning environment (Jones & Hensley, 2012). Students in the resource classrooms were well integrated into the general school population. Th...
... middle of paper ...
...dent learning is the ability to effectively engage in social discourse with peers (Arnon, Shamai, & Ilatov, 2008). When students with disabilities are isolated from these scenarios, they do not have the same opportunities for social growth as their counterparts (Jones & Hensley, 2012).
Students with disabilities who are in self-contained classrooms struggle with many issues pertaining to independence. In their classrooms they become more dependent on their teachers and classroom peers (Jones & Hensley, 2012). This is the opposite of what is needed for these students (Jones & Hensley, 2012). Learning is a full circle process, which encompasses more than academics. In order for students with disabilities to obtain a complete education, inclusion in social dynamics should be an integral part of their learning environment (Arnon, Shamai, & Ilatov, 2008).
When employing and designing a research experiment, it is imperative for researchers to comprehend the thesis statement presented in depth. One technique to interpret and understand a research thesis statement is to dissect the thesis statement. In other words, it is important to categorize key vocabulary or concepts present in thesis statement. It is also important to examine past research conducted based on key concepts. Subsequently, in examining the thesis statement, this mixed method research design seeks to examine to what extent does social skills, self-management, behavioral modification strategies benefit middle school boys in self-contained classrooms classified with an Emotional Behavioral Disturbed (EBD), the following key concepts were examined: Social skills, self-management, behavioral modification, strategies (in classroom), self contained classrooms, and Emotional Behavioral Disturbed (EBD).
Culturally and socioeconomic diverse students already have to overcome one stigma, but when they are placed in special education, they find their selves struggling to overcome another. If they need the support of specialized education then the eventual outcome is more beneficial than the label. One the other hand, when students are placed in special education services they do not need i...
...successful interactions between student with disabilities and their classmates because these interactions do not happen naturally. Students with disabilities need to engage socially with their classmates. The more interaction the general class has with these students the more comfortable they will be.
Least restrictive environment (LRE) is among the six standards enacted by the Individuals with Disabilities Education Act (IDEA), to govern the education of students with various special needs and disabilities (Jacob, Decker, & Hartshorne, 2010, p. 106). The other five principles are; free and appropriate public education, individualized education program, parent participation requirement and the protection of rights of children with disabilities and their parents (Farris, 2002, p. 1). This principle supports the education of students with disabilities together with non-disabled learners to the greatest extent that is appropriate. This means that the special needs student should be allowed access to the education curriculum, extra and co-curricular activities and any other program that non disabled scholars benefit from. The San Francisco Unified School District (SFUSD) is among the public school districts that offer least restrictive environment opportunities for special needs students. This paper which is an interview with the special education coordinator of the San Francisco Unified School District; addresses various issues concerning least restrictive environment.
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.
“The 1% of US students with labels of severe disabilities including mental retardation have been historically excluded from ‘inclusive’ education” (Bentley, 2008, p. 543). Laws such as PL 94-142 and “No Child Left Behind” (as cited in Bentley), say that ‘public school students with all types of disabilities be educated in the least restrictive environment—‘to the maximum extent possible…with children who do not have disabilities’ the majority of these students with special education labels, such as, mental retardation and multiple disabilities are still isolated in special education classrooms (Bentley, 2008, p. 545). Wehmeyer (as cited in Bentley), points out that mere access does not promote authentic participation (Bentley, 2008, p. 546). Burkowski et al (as cited in Webster and Cater), “Friendship has been defined as a bond between two individuals that is stable across time and involves mutual affection, mutual preference and having fun together” (Webster and Carter, 2007, p. 201). It is up to parents, teachers and other paraprofessionals to seek ways to facilitate and encourage the types of positive interactions that will foster these types of friendships. If done successfully all students will benefit and there will be true inclusion.
For a special education student to be successful and reach their true potential, it takes a collaborative effort between both the special education and general education teacher. Both teachers need to have an understanding of each student’s disability and unique academic needs. Both teachers play vital roles in participating as part of the IEP team, providing professional input, and best practices to develop the student’s IEP, which will provide all stakeholders in the child’s education the accommodations and modifications for the special needs child to be successful in the
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
Social and academic disengagement come from institutional and attitudinal barriers that have been ignored for decades. Students with disabilities should not label themselves as incompetent when compared to their peers. Through partnerships between student affairs practitioners, faculty members, and students with the goal of understanding the needs of students with disabilities will help to create an inclusive environment for this unsupported student population.
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
Students with disabilities need Unified Classes to help with the development of basic skills. These basic skills can include eye contact, reaction, memorization, and articulation. The majority of these students have difficulty in social situations, whereas students that are deemed “normal” do not have difficulty with those basic social skills. In the article “Students with Disabilities: Transitioning from High School to Higher Education” mentions the types of skills students with disabilities need to strengthen. “Furthermore, they will need to develop or strengthen their self-advocacy skills” (Eckes et. al. Page 17). Without the development of the skills listed, students with disabilities would have no way of speaking for themselves. Self advocacy is an important skill, because it includes many of the basic social skills, listed above, used in everyday life. Researchers from the Journal of Intellectual Disability Research performed a study on how well students with multiple and severe disabilities improve their skills of alertness and communication in the classroom. They performed multiple tests involving voluntary participation of the students to help increase their alertness and communication, over a period of time. Their results showed that students with severe disabilities were able to improve their alertness and communication skills through classes with teachers and aides. Students build upon skills previously developed and make continuous progress throughout their schooling. This study helps prove that Unified Classes are excellent ways for students with disabilities to improve or develop social
Inclusion of all students in classrooms has been an ongoing issue for the past twenty-five years (Noll, 2013). The controversy is should special education students be placed in an inclusion setting or should they be placed in a special education classroom? If the answer is yes to all special education students being placed in inclusion, then how should the inclusion model look? Every students is to receive a free an appropriate education. According to the Individual Education Act (IDEA), all students should be placed in the Least Restrictive Learning Environment (Noll, 2013).
Education is a profession which requires a teacher to be able to communicate with a multitude of students on a variety of levels. There is not a class, or student for that matter, that is identical. Therefore, teachers must be able to identify and help educate students from all different types of backgrounds and at different levels. Teaching a singular subject presents difficulties, but teaching students with disabilities should not be one. There are three main teaching areas that need to be focused on when teaching a student with a learning disability. Teachers need to focus on the strategies that will assist students with reading comprehension skills, writing skills, and maintaining appropriate behaviors in a classroom setting.
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...