Effective and Efficient Practices for Successful Inclusion in Public School Settings

2021 ◽  
pp. 40-76
Author(s):  
Lara Gentilini
Keyword(s):  
Public Schools ◽  
General Education ◽  
General Education Teachers ◽  
Limited Time ◽  
Individualized Learning ◽  
School Settings ◽  
Classroom Placement ◽  
Directed Instruction ◽  
Definition Of ◽  
General Education Classrooms

Given the increasing diversity of students included in general education classrooms in public schools, the field must establish a clearer definition of what successful inclusion entails. This endeavor involves an analysis of best practices for inclusion, taking into account the knowledge and skillset required of teachers in their roles as instructional experts. With limited time and resources, teachers are challenged to maximize opportunities for individualized learning without creating the need for additional teacher-directed instruction. Teachers must therefore enact classroom practices in which students and their peers serve as mediating agents in their own learning. In addition, special and general education teachers must collaborate with one another, as well as with all members of the larger school community, in order to provide students with the least restrictive classroom placement along a continuum of options. All those involved must believe in, and advocate for, successful inclusion practices to support an increasingly diverse and accepting public sector.

Involving students with autism in social studies

2018 ◽  
Vol 13 (1) ◽  
pp. 59-71
Author(s):  
Linda Mauricio Reeves ◽  
Susan Santoli
Keyword(s):  
Autism Spectrum Disorder ◽  
Social Studies ◽  
General Education ◽  
Autism Spectrum ◽  
General Education Teachers ◽  
Evidence Based ◽  
Evidence Based Practices ◽  
Content Type ◽  
Students With Autism ◽  
General Education Classrooms

Purpose The purpose of this paper is to inform teachers of evidence-based practices designed to enhance the academic performance of students with autism spectrum disorder (ASD) in the context of general education social studies classes. Originality/value Despite the growing numbers of students with ASD which are included in general education classrooms, general education teachers consistently report concerns about their abilities to effectively instruct students with ASD. Social studies classes can be particularly challenging for students with ASD because of the reading, verbal communication, and inference skills which are part of the curriculum – all areas with which these students may struggle. While each student with ASD is different, there are some research-based strategies which have been found to work successfully for many of these students.

Is Integration of Students with Disabilities Happening?

1994 ◽  
Vol 15 (4) ◽  
pp. 204-215 ◽  
Author(s):  
Richard J. Sawyer ◽  
Margaret J. McLaughlin ◽  
Marianne Winglee
Keyword(s):  
Public Schools ◽  
General Education ◽  
Students With Disabilities ◽  
General Public ◽  
Least Restrictive Environment ◽  
Regular Education Initiative ◽  
Is Integration ◽  
Restrictive Environment ◽  
General Education Classrooms ◽  
Education Initiative

This Study Analyzed National Program Record Data to Determine the Extent to which Students with Various Disabilities have been Integrated into General Public Schools, Since 1977, and General Education Classrooms, Since 1985. The Least Restrictive Environment (LRE) Mandate, Historical Origins of LRE, Recent LRE Initiatives, Including the Regular Education Initiative, and Relevant Research are Discussed. The Utility and Reliability of the Data are also Examined. Results Indicate that, Overall, Increases in Placements within General Public Schools have Occurred for Most Students with Disabilities. Increased Placements in General Education Classrooms have also Occurred and have been Even More Pronounced. Integration Patterns, However, have Varied Substantially Across Disabilities; Possible Reasons for these Differences are Presented.

Inclusion and the Challenge of Assimilation for Teachers of Students with Severe Disabilities

1998 ◽  
Vol 23 (3) ◽  
pp. 238-251 ◽  
Author(s):  
Deborah Peters Goessling
Keyword(s):  
Public Schools ◽  
General Education ◽  
Special Educators ◽  
Severe Disabilities ◽  
Cultural Dissonance ◽  
Roles And Responsibilities ◽  
Inclusive Settings ◽  
Changing Roles ◽  
Students With Severe Disabilities ◽  
General Education Classrooms

The perceptions of fourteen teachers from fourteen different public schools about their changing roles and responsibilities as they moved into inclusive settings with students with severe disabilities were explored in this qualitative study. It discusses their experiences of cultural dissonance as they left the segregated culture of special education and attempted to assimilate themselves into general education classrooms, grades K-8. Their dilemmas, doubts, and hopes for the future are discussed as well as the challenges that attempted cultural assimilation presents for special educators.

Perspectives From General Education Teachers, Students and Their Parents: Including Students With Robust Communication Devices in General Education Classrooms

2012 ◽  
Vol 21 (3) ◽  
pp. 105-114
Author(s):  
Christine Kramlich
Keyword(s):  
General Education ◽  
General Education Teachers ◽  
Complex Communication Needs ◽  
Education Teacher ◽  
General Education Teacher ◽  
Communication Devices ◽  
Communication Needs ◽  
General Education Classrooms

Abstract Teachers face a number of challenges with regard to including students, but especially when including those who have complex communication needs and use speech-generating devices (SGDs). Parents are interested in collaborating with teachers, but may find themselves with differing opinions than school and staff. Students using SGDs want to be part of the class, not just physically in the classroom. Finding ways to communicate and work together is critical to overcoming these challenges and facilitating inclusion. In this process, it is important to consider the perspectives of the general education teacher, the parent of the student using the SGD, classmates, and, most important, the student using the SGD.

scholarly journals The Effects of Peer Delivered Self-Monitoring Strategies on the Participation of Students with Severe Disabilities in General Education Classrooms

2001 ◽  
Vol 26 (1) ◽  
pp. 25-36 ◽  
Author(s):  
Guy H. Gilberts ◽  
Martin Agran ◽  
Carolyn Hughes ◽  
Michael Wehmeyer
Keyword(s):  
General Education ◽  
Severe Disabilities ◽  
General Education Teachers ◽  
Peer Tutors ◽  
School Students ◽  
Self Monitoring ◽  
Monitoring Strategies ◽  
Survival Skills ◽  
Students With Severe Disabilities ◽  
General Education Classrooms

This study investigated the effects of self-monitoring instruction delivered by peer tutors on the occurrence of academic survival skills displayed by five middle school students with severe disabilities. We employed a multiple baseline across subjects design. Instruction was provided in general education content classes. The students were taught to indicate on a self-recording sheet if they performed each of 11 skills. Data revealed an increase in the percentages of occurrence of survival skills across all students. Also, their general education teachers indicated that they observed a positive change for four of the five students. All students indicated that they believed that they were part of the class and reported an increase in their classroom participation. The implications of these findings are discussed.

scholarly journals IMPROVING THE DELIVERY OF SPECIAL EDUCATION SERVICES: EXAMINING COMMUNICATION AMONG TEACHERS, PARA-EDUCATORS, AND AN EDUCATIONAL COOPERATIVE

2020 ◽  
Vol 8 (4) ◽  
pp. 325-334
Author(s):  
Eric Freeman ◽  
Bilal Fayiz Obeidat ◽  
Pamela Martin ◽  
Jennifer Sinclair
Keyword(s):  
Special Education ◽  
School Districts ◽  
General Education ◽  
Special Education Teachers ◽  
General Education Teachers ◽  
Group Discussions ◽  
Efficiency And Effectiveness ◽  
Clear Idea ◽  
General Education Classrooms ◽  
And Training

Purpose of the study: The purpose of this study is to explore communication between participating school districts and the Cooperative with regard to the allocation of para-educators in general education classrooms. Methodology: The study employed a comparative qualitative design. Since the goal of our research is to understand the communication channels and patterns between the Cooperative, general education teachers, and para-educators, we conducted focus group discussions with para-educators, the K-5 general education teachers who work in general education classrooms and the special education teachers. Main Findings: The cooperative, special education teachers, general education teachers, and para-educators often operated in isolation of one another. Teachers and para-educators work together in the same classrooms but had a clear idea about who was providing the training and information needed to meet the needs of students in special education. Applications of the study: Frequent communication and enhanced opportunities for planning and training would improve the efficiency and effectiveness of general and special education teachers along with para-educators. Novelty: The study addressed ways to improve communication between participating school districts and the Cooperative with regard to the allocation of para-educators in general education classrooms. This would provide information about necessary training future para-educators need and expectations for engagement with students.

General Education Teachers' Contribution to the Identification of Children With Language Disorders

2020 ◽  
Vol 5 (4) ◽  
pp. 770-777 ◽  
Author(s):  
Tyler T. Christopulos ◽  
Jacob Kean
Keyword(s):  
Special Education ◽  
Public Schools ◽  
Positive Predictive Value ◽  
General Education ◽  
Language Impairment ◽  
Predictive Value ◽  
Language Disorders ◽  
Teaching Experience ◽  
General Education Teachers ◽  
Primary Role

Purpose The estimated prevalence of language disorders in early elementary school-age children is 7%–12%. Despite its prevalence, only 18% of children are identified and receive treatment. Children with language disorders who go unidentified and, consequently, untreated upon entry to kindergarten are at a cumulative risk for academic and social difficulties during their formative and later school years. Since there is no policy supporting universal screening for language impairment identification in public schools, vulnerabilities may exist in referral-based systems for language impairment identification. The primary purpose of this study was to examine the positive predictive value of general education teachers for language impairment identification. Method A record review of special education referrals across four elementary schools was conducted. A total of 177 referrals across all disabilities were examined. Forty-four of those language-based referrals became the focus of this study. Results Results showed, of the 44 referred for language impairment, general education teachers were the least correct of referral sources, with a positive predictive value of .35. Variables of teacher age, sex, years of teaching experience, and years of education did not predict general education teachers' ability to identify children with language impairment. The identification rate across the four schools was 1.38%. Conclusions General education teachers were responsible for nearly half of the referrals made to special education but demonstrated the most difficulty in correctly identifying children with language impairment. As a result, identification rates were considerably lower than prevalence expectations. This is of particular concern as teachers play a primary role in the identification of this population under a referral-based format.

The Beginnings of Inclusion in the People's Republic of China

2003 ◽  
Vol 28 (1) ◽  
pp. 16-22 ◽  
Author(s):  
Helen McCabe
Keyword(s):  
Special Education ◽  
Public Schools ◽  
General Education ◽  
Children With Disabilities ◽  
Children With Autism ◽  
People’S Republic Of China ◽  
People's Republic Of China ◽  
Republic Of China ◽  
Significant Growth ◽  
General Education Classrooms

Education for children with disabilities in the People's Republic of China has experienced significant growth and reform since 1978, the beginning of the period of Reform and Opening ( gaige kaifang). Since that time, models of special education have gradually evolved to include educating children with disabilities in general education classrooms. This article describes special education and early inclusion efforts in China. National projects and local examples of children with disabilities, including children with autism, being included in public schools and educated in general education classrooms are described. Implications for inclusive practices, focusing on the importance of parent efforts, are discussed.

scholarly journals Strengths, Pitfalls, and Potential in Norway’s Approach to Special Education

2020 ◽  
pp. 105345122096308
Author(s):  
Ingrid E. Gøranson ◽  
Theresa A. Ochoa ◽  
Katherine A. Zoeller
Keyword(s):  
Special Education ◽  
General Education ◽  
Students With Disabilities ◽  
Evaluation Process ◽  
General Education Teachers ◽  
Behavioral Challenges ◽  
Process Improvements ◽  
Extensive Evaluation ◽  
Special Education Laws ◽  
General Education Classrooms

Despite not having specific special education laws, Norway’s Lov om grunnskolen og den vidaregåande opplæringa (Act Relating to Primary and Secondary Education and Training) law provides individualized instruction to students who qualify for special education services after an extensive evaluation process. Improvements are recommended in special education competency among general education teachers to improve the educational outcomes of students with behavioral challenges and also to help educators meet Norway’s preference to keep students with disabilities in general education classrooms.

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