Journal of the Scholarship of Teaching and Learning Volume 8 (number 1) pp. 101-109. http://files.eric.ed.gov/fulltext/EJ854829.pdf Katz, Jennifer., & Porath, Marion. (2011) Teaching to Diversity: Creating Compassionate Learning Communities for Diverse Elementary School Students. International Journal of Special Education Volume 26 (Number 2). http://files.eric.ed.gov/fulltext/EJ937173.pdf Ludhra, Geeta, & Jones Deborah (2008) Conveying the “right” kind of message: Planning for the first language and culture within the primary classroom.
(P.L 94-142, Section 1412) (Villa p. 5). This part of the law does explain that even though it is the goal of the school to try and include handicapped children in regular classrooms, it is not always possible if the nature of a ... ... middle of paper ... ...ducation_Inclusion.aspx Harchik, Alan. (2005). Inclusion children with special needs in regular classrooms: Pros & cons. Retrieved Feb 6 2010 from http://www.newsforparents.org/experts_ Inclusion_pros_cons.html Villa, Richard A., Thousand, Jacqueline S. (1995).
Retrieved January 29, 2011 from http://www.rethinkingschools.org/restrict.asp?path=archive/16_03/Hist163.shtml President’s Commission on Excellence in Special Education. (2005). A new era: Revitalizing special education for children and their families. Washington, DC: U.S. Department of Education. Watson, S. (2008).
One of the most common misconceptions when it comes to a student’s academic success in poverty stricken schools is that they are unwilling and unable to learn. This is not the case. Yes a child can determine their own education by choosing to do their work and be willing to learn, but you must take into consideration their circumstances. Most of these schools are very diverse, which leads them to be exposed to gangs, drugs, and violence. The achievement gap between these schools and more fortunate schools is wide.
Introduction Problem background Many children face big challenges because of the inclusive education, with a greater number from poorer countries failing to attend schools while the others from rich countries attending classes but ends up leaving unworthy qualifications (Ainscow, 2). Disabled students have the right to good education and feel free to interact with others in classrooms which help them to get rid of loneliness and therefore reducing the stresses. Research question From the research question, the argument is about the children with special needs having different teaching strategies from those of other students. Strategies on how to assess children with special needs should be different from that used on other students because different needy students have varying disabilities which calls for special attention. Assessing the children based on selection and ranking closes out the needy students because they cannot compete with the able students and as such they end up in stigmatization.
If children with disabilities are not isolated then behavioral problem... ... middle of paper ... ...nt tends to be extremely lower than the average student their age. They learn at a slower pace than the rest of their adolescences and it would be absurd to keep them in fast pace classes where they are unable to comprehend any of the material. These students would not only be left behind, but would not feel as smart because they are not catching on to the material as fast as the kids around them. Opponents to mainstreaming special needs children dispute that students with disabilities “should be held to different standards while still maintaining progress toward goals” (Aron et al. 112).
Retrieved from http://pt3.nl.edu/paquetteryanwebquest.pdf#search=%22ecological%20theory%22 The Association of Assessment for Education and Counselling : Competencies in assessment and evaluation for school counsellors (2003). Retrieved from http://aace.ncat.edu/ Welfel, R. (1998). Ethics in counseling and psychotherapy. USA: Brookes/Cole.
(Ruggs and Hebl, 2012) Micro-inequalities become more prevalent as children grow older, and negative perceptions, discrimination and stigmas appear stronger. On the other hand, the authors also suggest that family involvement has a great impact on student outcomes, in the form of “positively influencing diversity students' future aspirations”. (Ruggs and Hebl, 2012) While parental and sibling support has been noted more significant in the case of minority pupils, the main obstacle determined by the authors is that most parents would not be able to successfully support children academically. (Ruggs and Hebl, 2012) Their lack of knowledge about the education system, expectations is a disadvantage that needs to be addressed by schools through effective communication and collaboration plans. Child development theories based on racial diversity have been around for many years and attempt to provide a better understanding of the problem for educators and child psychologists.
The teaching style will not only be beneficial for students who have a learning disability, but encourage parents and educators to strive for better learning resources on schools. A learning disability prevents a child from processing basic information that gives her /him the ability to understand language. In other words, the learning disability may manifest itself in the imperfect ability to listen, think, speak, read, write, spell, or perform mathematical calculations. The inability to not be able to make connections at a cognitive level can interfere with the child’s memory. The information will perceive as a problem, and not a learning tool.
References:- • Tuckman Bruce.W, fifth edition, Conducting educational research, Reviewing the literature,1999,Harcourt brace collegepublishers,Orlando. • Kaplan Leslie and Owings William. Forst edition,CultureRe-boot:reinvigoratingschool culture to improve studentsoutcomes,sep2013,education Canada. • Southwest educational development laboratory, School context:Bridge or Barrier to change. • Taylor Lydotta M, the importance of school culture in the advancement f 21st century learning environment:a qualitative study,2011,Morangtown,westVirginia.