Inclusionary Practices Within the Middle and High School Educational Environments

2019 ◽  
pp. 90-118
Author(s):  
Pam L. Epler
Keyword(s):  
High School ◽  
Special Needs ◽  
Learning Experience ◽  
Learning Needs ◽  
12Th Grade ◽  
Educational Environments ◽  
Special Learning Needs ◽  
Teachers And Parents ◽  
Definition Of

This chapter is designed to inform and educate 6th- through 12th-grade teachers and administrators about inclusionary practices within the middle and high school educational environments. This chapter is divided into three sections. The first section provides a definition of inclusion. The second section discusses the benefits and challenges associated with implementing inclusion within middle and high school educational environments for both students with identified special learning needs and students without special needs. The last section investigates what can be done to overcome the challenges so that a better learning experience is had by all stakeholders, including students, teachers, and parents.

Issues of training of specialists of inclusive education

2020 ◽  
Vol 43 (2) ◽  
pp. 83-90
Author(s):  
K. Myrzakhankizi ◽  
Keyword(s):  
Young People ◽  
Special Needs ◽  
Inclusive Education ◽  
Speech Pathology ◽  
Learning Needs ◽  
Equal Rights ◽  
Rights Of The Child ◽  
Speech Pathologist ◽  
The Republic ◽  
Special Learning Needs

In this article, the authors point to the most acute problem today of children with special learning needs in an inclusive environment. Today it is one of the world’s problems. The 1989 UN Convention on the Rights of the Child and the Salamanca Declaration on Principles of Education Policy with Special Needs (Salamanca, Spain) of 1994 are the legal basis for this issue. The “State Program for the Development of Education in the Republic of Kazakhstan for 2011 - 2020” says that the legislation of our country provides equal rights to children with special learning needs, and in the coming period the number of kindergartens and schools with inclusive education will increase. In accordance with world processes, our country is also expanding inclusive education. It is well known that there is a need for specialists to educate children with special needs. In this regard, the authors disclose the practice of the department of special education Abay KazNPU for the training of speech pathologist. At the same time, given that young people today do not understand speech pathology well, the author points out the importance of involving the media in this process, thereby emphasizing the importance of expanding the understanding of inclusion, by parents, young people and the general public.

Computer-based Learning Environments for Children with Special Needs

1987 ◽  
Vol 11 (1) ◽  
pp. 36-43
Author(s):  
Anne Williams
Keyword(s):  
Special Needs ◽  
Learning Environments ◽  
Learning Difficulties ◽  
Special School ◽  
Learning Needs ◽  
Computer Based Learning ◽  
Classroom Learning Environments ◽  
Computer Based ◽  
Special Learning Needs ◽  
Computer Based Learning Environments

How can we use computers effectively? This paper, which is intended for teachers already using computers in their classrooms, outlines and discusses three approaches to using and managing microcomputers with children who have special learning needs. The approaches describe computer-based classroom learning environments for children with a range of learning difficulties and are based on classroom work with children at D’Alton Special School, Hobart. Responses from some children working in these environments are also discussed.

How to be a Gifted Parent in School

G/C/T ◽  
1978 ◽  
Vol 1 (4) ◽  
pp. 37-45
Author(s):  
Gina Ginsberg
Keyword(s):  
Special Needs ◽  
Gifted Children ◽  
Learning Needs ◽  
Special Learning Needs

Gifted children learn earlier, better, faster, and often differently from most other children, and because of these differences they have special learning needs. This article attempts to suggest to parents ways of working with schools toward meeting these special needs.

Cognitive Apprenticeship for Learners with Special Needs

1994 ◽  
Vol 15 (4) ◽  
pp. 234-243 ◽  
Author(s):  
Jay W. Rojewski ◽  
John W. Schell
Keyword(s):  
Special Needs ◽  
Cognitive Skills ◽  
Teaching And Learning ◽  
Negative Impact ◽  
Adult Life ◽  
Cognitive Apprenticeship ◽  
Special Populations ◽  
Learning Needs ◽  
Instructional Approach ◽  
Special Learning Needs

Cognitive apprenticeship emphasizes a combination of authentic problem-solving experiences with expert guidance in lieu of decontextualized instruction. As an instructional approach, cognitive apprenticeship can support the acquisition, use, and transfer of basic and advanced cognitive skills required in school and adult life by learners with special needs. This article first examines assumptions of teaching and learning that may have a negative impact on the education and postschool success of special populations. From this overview, several emerging aspects of cognitive science considered germane to advanced thinking are identified and reviewed. A model of cognitive apprenticeship is then described as a practical means of providing academic instruction to students with special learning needs. Lastly, implications of adopting this instructional approach with special populations are discussed.

Enabling and Integrating Technology With Personalized Learning

2018 ◽  
pp. 275-286
Author(s):  
T. Venkat Narayana Rao ◽  
Chandana Sankoju ◽  
S. Tabassum Sultana
Keyword(s):  
High School ◽  
Technology Implementation ◽  
Personalized Learning ◽  
Further Education ◽  
Learning Needs ◽  
Integrating Technology ◽  
12Th Grade ◽  
High School To College ◽  
K 12 ◽  
Specific Interests

Personalized learning refers to a variety of instructional methods, academic support strategies, and educational programs that are proposed to address specific interests and learning needs of the students. The key goal of integrating technology with personalized learning is to have students progress from high school to college or a career. But currently, most of the students leave high school without the knowledge and technical skills that they need for success in further education and workplace. In order to improve K-12 education (i.e., kindergarten [K] and the 1st through the 12th grade) fundamental and systemic changes in middle and high school education are required. Integration of technology can help the students to improve knowledge, advance skills, and to gain the competencies to work well in the society and workforce. This chapter focuses on applicability of technology, implementation, and feasibility issues that play a key role in personalized learning.

A schoolwide investment in problem-based learning

2017 ◽  
Vol 99 (2) ◽  
pp. 65-70 ◽  
Author(s):  
Paul S. Sutton ◽  
Randy Knuth
Keyword(s):  
High School ◽  
Learning Experiences ◽  
Problem Based Learning ◽  
Comprehensive High School ◽  
Learning Needs ◽  
Standardized Measures ◽  
Special Learning Needs

A comprehensive high school in Bellevue, Wash., embraces problem-based learning as its strategy for improvement. Supported by a federal i3 grant, the school spent five years preparing for a widespread launch of PBL at the school. After several years of implementation, researchers learned that students perform the same or better on standardized measures when provided with sustained, rich PBL learning experiences. Those benefits were felt by all students, regardless of socioeconomic or linguistic status, or special learning needs.

Prevalence of obesity among youths in Mississippi: United States, 1999–2015

2017 ◽  
Vol 0 (0) ◽  
Author(s):  
Rasaki Aranmolate
Keyword(s):  
High School ◽  
High School Students ◽  
Public Health Problem ◽  
School Students ◽  
Black Females ◽  
White Counterpart ◽  
12Th Grade ◽  
Control And Prevention ◽  
Prevalence Of Obesity ◽  
Definition Of

Abstract Background The prevalence of obesity among youths has become a public health problem. The trend in the prevalence of obesity among high school students in Mississippi has not been examined in the last 17 years. Methods The data from the Mississippi High School Youth Risk Behavior Survey from 1999 to 2015 were used to determine the prevalence of obesity. The definition of obesity was based on age- and sex-specific body mass index (BMI) of more than 95th percentile, according to 2000 Centers for Disease Control and Prevention (CDC) growth charts. The differences in the groups were examined using the univariate t-test statistical analysis at p < 0.05 and frequency distribution to determine the percentage differences. Results There was a decline in the prevalence of obesity from 1999 to 2015 among Whites but no significant decrease among Blacks. The prevalence based on race in 2105 was 18.9%, which is higher than 14.4% in 1999 and remaining years. The rate of obesity based on race and sex was 27.7% among Blacks and 15.9% among White males in 2015. The Black females had prevalence of 20.6%, which is higher than their White counterpart (12.1%) in 2015 and previous years. Conclusion The prevalence of obesity among Blacks was higher when compared to White students. There was an increased prevalence of obesity in males over females. Students in 9th and 10th grade had a higher prevalence of obesity than those in 11th and 12th grade.

Students' Views of Instructional Practices: Implications for Inclusion

1995 ◽  
Vol 18 (3) ◽  
pp. 236-248 ◽  
Author(s):  
Sharon Vaughn ◽  
Jeanne Shay Schumm ◽  
Janette Klingner ◽  
Linda Saumell
Keyword(s):  
High School ◽  
Learning Disabilities ◽  
High School Students ◽  
General Education ◽  
Learning Strategies ◽  
High Achievers ◽  
Learning Needs ◽  
School Students ◽  
Individual Interviews ◽  
Special Learning Needs

This study examined middle- and high-school students' perceptions of teacher adaptations to meet the special learning needs of students in the general education classroom. Individual interviews were conducted with 95 middle- and high-school students who represented the following groups: low achievers, average achievers, high achievers, learning disabilities, and English as a second language. All students felt they needed further teacher assistance to learn from their textbooks and that they would benefit from using learning strategies. Students also identified grouping preferences and the types of teacher adaptations they perceived as most helpful. Implications of the findings for inclusion of students with learning disabilities in general education classrooms are provided.

scholarly journals Teaching Science And Engineering-Related Topics Using Experiential Methods: An Action-Research Study

2007 ◽  
Vol 4 (2) ◽  
Author(s):  
Chandra Aleong ◽  
John Aleong
Keyword(s):  
High School ◽  
High School Students ◽  
Action Research ◽  
Teacher Educators ◽  
Learning Experience ◽  
Action Research Project ◽  
School Students ◽  
Education Environment ◽  
12Th Grade

This article describes a portion of a long-term action-research project investigating the teaching of the science of transportation to high school students using the case study or experiential method. Other aspects integrated with the project-oriented study are the use of Constructivist theory, the Socratic Method, and the incorporation of competitiveness and accountability as experienced more typically in a business rather than an education environment. The authors describe the role of the Institute, the need for intervention, and the framing of assignments to make a broad range of topics in engineering, science, and management among others within reach of 9th to 12th grade high school students. By constantly monitoring students’ comprehension of complex material, the faculty, staff and professionals got new insight into their own practice as teacher educators. The ongoing action research intends to follow students after the completion of the program to measure the sustainability of their learning experience.

scholarly journals Collaboration is the key

2021 ◽  
Author(s):  
Elizabeth Greef
Keyword(s):  
Learning Community ◽  
Teaching And Learning ◽  
School Context ◽  
School Curriculum ◽  
Teaching Staff ◽  
Learning Needs ◽  
Reading Culture ◽  
Information Skills ◽  
Special Learning Needs ◽  
Definition Of

Collaboration is the key for a school librarian to work successfully at integrating information skills into the school curriculum and to become a vital cog in the teaching and learning cycle within the school. This is easily said, but how do we make it happen? What strategies can we use to develop opportunities for collaboration with teaching staff? How can we foster strong links across the whole learning community of the school? This paper will briefly consider a definition of collaboration and various models of collaboration including their theoretical and pedagogical underpinning. In addition to considering the role and mindset of the teacher librarian, a range of practical macro- and micro-strategies for developing collaboration with teaching staff in an effective and integrated way will be presented; these include technology, special learning needs, building a reading culture, literacy and instructional design. A self-diagnostic tool developed from this paper is offered to enable each teacher librarian to evaluate opportunities for furthering collaboration in his/her school context.

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