Becoming Architects of Communities of Learning: Addressing Academic Diversity in Contemporary Classrooms

1997 ◽  
Vol 63 (2) ◽  
pp. 269-282 ◽  
Author(s):  
Carol Ann Tomlinson ◽  
Carolyn M. Callahan ◽  
Ellen M. Tomchin ◽  
Nancy Eiss ◽  
Marcia Imbeau ◽  
...  
Keyword(s):  
Beginning Teachers ◽  
Service Providers ◽  
Full Range ◽  
Veteran Teachers ◽  
Diverse Learners ◽  
Inclusive Classrooms ◽  
Classroom Teachers ◽  
Differentiating Instruction ◽  
General Classroom ◽  
Primary Service

Increasingly, general classroom teachers are expected to be primary service providers for a full range of learners in inclusive classrooms. Research indicates that many veteran teachers are reluctant or unable to differentiate instruction for academically diverse learners in heterogeneous settings. This qualitative study examined the preservice experiences of 70 novice teachers at six university sites to determine conditions that may inhibit or facilitate their progress toward differentiation for academically diverse learners. Themes emerging from this investigation provide important guidelines for assisting beginning teachers in differentiating instruction in inclusive classrooms.

Fostering Inclusion of Students With Significant Cognitive Disabilities by Using Learning Map Models and Map-Based Assessments

Inclusion ◽  
2017 ◽  
Vol 5 (2) ◽  
pp. 110-120 ◽  
Author(s):  
Neal M. Kingston ◽  
Meagan Karvonen ◽  
James R. Thompson ◽  
Michael L. Wehmeyer ◽  
Karrie A. Shogren
Keyword(s):  
Grade Level ◽  
Cognitive Disabilities ◽  
Inclusive Classrooms ◽  
Alternate Assessment ◽  
Classroom Teachers ◽  
Dynamic Learning ◽  
Significant Cognitive Disabilities ◽  
Diverse Classrooms ◽  
General Classroom ◽  
Widespread Agreement

Abstract Although there is widespread agreement among both special education experts and general classroom teachers that students with significant cognitive disabilities should participate in inclusive classrooms, most teachers report that they do not know how to do this effectively. One of the challenge teachers face is figuring out how to focus on grade-level expectations, but in a way that is appropriate for all students in such diverse classrooms. The use of learning map models, as exemplified by the Dynamic Learning Maps Alternate Assessment, holds promise as a tool to help teachers in inclusive classrooms.

Functional Assessment and Intervention for Challenging Behaviors in the Classroom by General Classroom Teachers

2000 ◽  
Vol 2 (2) ◽  
pp. 85-97 ◽  
Author(s):  
Sherry A. Ellingson ◽  
Raymond G. Miltenberger ◽  
Jason Stricker ◽  
Tami L. Galensky ◽  
Matthew Garlinghouse
Keyword(s):  
Functional Assessment ◽  
Challenging Behaviors ◽  
Classroom Teachers ◽  
General Classroom

The Role of Supervisory Personnel in Programs for the Severely Handicapped

AAESPH Review ◽  
1979 ◽  
Vol 4 (4) ◽  
pp. 346-353 ◽  
Author(s):  
Dennis R. Knapczyk ◽  
Richard B. Dever
Keyword(s):  
Program Evaluation ◽  
Educational Program ◽  
Full Range ◽  
Educational Services ◽  
Classroom Teachers ◽  
Community Programs ◽  
Administrative Personnel ◽  
Severely Handicapped ◽  
Service Training

In attempting to provide a full range of educational services to severely handicapped persons, school systems will encounter many problems over and above those which can be handled by qualified classroom teachers. Among these problems are curriculum development, staff in-service training and consultation, program evaluation, and educational program liaison with other school and community programs. To handle these problems, supervisory personnel must receive training beyond that given to regular administrative personnel. This article describes the areas in which training should be provided.

Differentiation 2.0

2016 ◽  
pp. 798-816
Author(s):  
Jennifer G. Beasley ◽  
Marcia B. Imbeau
Keyword(s):  
Professional Development ◽  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Lesson Planning ◽  
Classroom Teachers ◽  
Differentiating Instruction ◽  
Essential Components ◽  
Access To Technology

This case study highlights the essential components of differentiating instruction to meet the needs of all students, including those most advanced, and English Language Learners by using a variety of technologies. Many teachers in the study had access to technology, but few received limited professional development. Roadblocks that many teachers encountered are identified with possible solutions for addressing those concerns. The recommendations provided for addressing concerns that classroom teachers face are (1) how to differentiate instruction for all learners, (2) how to learn and sustain growth in using the tools of technology in lesson planning and implementation, and (3) how to manage all of the various components so that chaos does not ensue and every students' learning is maximized. A review of all of these issues can be beneficial to other teachers in heterogeneous classrooms who want to use technology as tool for differentiating instruction.

Differentiation 2.0

2015 ◽  
pp. 287-310
Author(s):  
Jennifer G. Beasley ◽  
Marcia B. Imbeau
Keyword(s):  
Professional Development ◽  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Lesson Planning ◽  
Classroom Teachers ◽  
Differentiating Instruction ◽  
Essential Components ◽  
Access To Technology

This case study highlights the essential components of differentiating instruction to meet the needs of all students, including those most advanced, and English Language Learners by using a variety of technologies. Many teachers in the study had access to technology, but few received limited professional development. Roadblocks that many teachers encountered are identified with possible solutions for addressing those concerns. The recommendations provided for addressing concerns that classroom teachers face are (1) how to differentiate instruction for all learners, (2) how to learn and sustain growth in using the tools of technology in lesson planning and implementation, and (3) how to manage all of the various components so that chaos does not ensue and every students' learning is maximized. A review of all of these issues can be beneficial to other teachers in heterogeneous classrooms who want to use technology as tool for differentiating instruction.

Managing Behavioural Emotional Problems in Inclusive Classrooms and Understanding the Best Practices

2021 ◽  
pp. 443-461
Author(s):  
Wasim Ahmad ◽  
Parween S.
Keyword(s):  
Young Children ◽  
Best Practices ◽  
Problem Behaviors ◽  
Deviant Behavior ◽  
Emotional Problems ◽  
Diverse Learners ◽  
Teaching Profession ◽  
Inclusive Classrooms ◽  
Inclusive Classroom ◽  
Behavioral Issues

An inclusive classroom comprises diverse learners with varying levels of abilities, skills, intelligence, and so on. The diversity of the class imposes great challenges on educators and the presence of any deviant behavior should not become a stumbling block for the progress of the children. Problem behaviors of children in the classroom may frustrate the teachers as long as they learn to handle them which is considered to be an integral part of the teaching profession. Numerous best practices have been followed across the globe to manage such behavioral issues exhibited by the students. This chapter would bring in various perspectives of identifying and managing problem behaviors that are commonly found among the young children and the best practices and strategic approaches to tackle such issues piloted by various researchers.

A Study of the Reproducibility and Diversity of the Supply Chain in Manufacturing Hot Isostatically Pressed Type 316L Stainless Steel Components for the Civil Nuclear Sector

2020 ◽  
Vol 6 (2) ◽  
Author(s):  
William Kyffin ◽  
David Gandy ◽  
Barry Burdett
Keyword(s):  
Stainless Steel ◽  
Supply Chain ◽  
Material Properties ◽  
Service Providers ◽  
Full Range ◽  
Hold Time ◽  
Process Window ◽  
Low Oxygen ◽  
Test Program ◽  
Significant Difference

Abstract Hot isostatic pressing (HIP) of type 316 L stainless steel powder has been an established manufacturing practice for more than 25 years in the oil and gas sector and more recently in the naval defense sector. To demonstrate the capability of the powder metallurgy HIP (PM/HIP) for nuclear power applications, a systematic study of 316 L commercial powder production, encapsulation/consolidation providers, and selected HIP parameters was undertaken by the Nuclear AMRC in collaboration with the Electric Power Research Institute (EPRI). In this study, the 316 L powder specification limited the oxygen content of the powder to under 130 parts per million (ppm), which reflects the improvements that commercial powder suppliers have been making over the past decade to ensure greater powder cleanliness. The test program assessed powder supply, HIP service provider, and HIP sustain time. Excellent test results were achieved across the full range of variables studied with all billets meeting the specification requirements of ASTM A988 and additional requirements imposed based on nuclear manufacturing standards. Significantly, the study demonstrated the robustness of the PM/HIP supply chain, as material produced via differing HIP service providers resulted in very consistent material properties across the destructive test program. Furthermore, no significant difference in material properties was noted for material HIP between 2 and 8 h hold time, suggesting that the HIP process window is large. Both these results are significant from an end-user standpoint as they highlight the uniformity of the process through the full manufacturing cycle from powder procurement to destructive testing. Despite all material passing specification requirements, some property variation was noted for differing powder suppliers. Considering the systematic approach, this was attributed to powder composition, with both low oxygen and high nitrogen contents contributing to improvements in Charpy impact strength and tensile strength, respectively.

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