Preparing General Education Pre-Service Teachers for Inclusion: Web-Enhanced Case-Based Instruction

2002 ◽  
Vol 17 (3) ◽  
pp. 27-35 ◽  
Author(s):  
Lanna Andrews
Keyword(s):  
General Education ◽  
Students With Disabilities ◽  
Limited English Proficient ◽  
Lesson Plan ◽  
Learning Groups ◽  
Teaching Case ◽  
Lesson Analysis ◽  
On Line ◽  
Based Instruction ◽  
Limited English Proficient Students

This study investigated the use of Web-enhanced instruction and an inclusion teaching case to teach pre-service teachers to adapt instruction for included limited English proficient students with disabilities. Forty participants, in 10 cooperative learning groups, analyzed the teaching case and developed an adapted lesson plan for the teacher in the case to use with the whole class and the students with disabilities. The collaborating teacher provided feedback regarding the adapted lessons online using WebCT. The participants redid the lesson after feedback. Adapted lessons were analyzed using the Adapted Lesson Analysis Guide. The analysis revealed that intense, elaborated adaptations were developed as a result of the feedback. The participants also completed the Case On-Line Project Survey and a written reflection regarding their perceptions of the project and its outcomes.

Instructional Practices to Boost Tier 1 Content Area Instruction for Students with Disabilities: A Closer Look at PACT

2021 ◽  
Vol 26 (1) ◽  
Author(s):  
Elizabeth Swanson ◽  
Alexis Boucher
Keyword(s):  
General Education ◽  
Students With Disabilities ◽  
Instructional Practices ◽  
Content Knowledge ◽  
Content Area ◽  
Students With Learning Disabilities ◽  
Reading Support ◽  
Eighth Grade Students ◽  
Content Area Instruction ◽  
Based Instruction

For students with learning disabilities, providing text-based instruction in general education content area classes can provide students with additional reading support while simultaneously boosting their content knowledge. This article will outline a set of instructional practices delivered in social studies classes that has been shown to improve performance of eighth grade students with disabilities on measures of content knowledge, vocabulary, and content reading comprehension. Each instructional practice will be described in detail with a timeline of step-by-step procedures and accompanying language that demonstrates how the intervention may unfold in the classroom setting.

Opportunity to Learn What Is on the Test and Performance on the Test

2018 ◽  
Vol 53 (2) ◽  
pp. 76-84
Author(s):  
Stephen N. Elliott ◽  
Alexander Kurz ◽  
Nedim Yel
Keyword(s):  
General Education ◽  
Students With Disabilities ◽  
Opportunity To Learn ◽  
General Education Teachers ◽  
Content Standards ◽  
State Accountability ◽  
Mathematics Test ◽  
And Performance ◽  
Based Instruction ◽  
Students With A Disability

State accountability systems assume standards based instruction and test content are highly aligned and opportunities to learn the content exist equally for all students. This alignment between content taught and tested is important to understand achievement, yet it is rarely examined. Teachers from Grades 3 to 8 participated along with students without disabilities ( n = 116) and students with a disability (n =104) who received all mathematics instruction in their general education. Teachers recorded over 155 days of instructional information for mathematics and administered an interim mathematics test at the end of the year. We found an average of 44% of mathematics content standards were taught and tested, while 22% were not taught but tested. The results indicated students without disabilities did significantly better than students with disabilities on content taught and tested, but not so on content not taught but tested. Limitations and research needed conclude the article.

Using Standards-Based Instruction To Teach Language to Children Who Use AAC

2012 ◽  
Vol 21 (3) ◽  
pp. 92-98 ◽  
Author(s):  
Solana Henneberry ◽  
Jennifer Kelso ◽  
Gloria Soto
Keyword(s):  
General Education ◽  
Students With Disabilities ◽  
Common Core ◽  
State Standards ◽  
Content Standards ◽  
Education Curriculum ◽  
General Education Curriculum ◽  
Core Content ◽  
Language Needs ◽  
Based Instruction

Abstract Federal legislation has increasingly mandated that students with disabilities have access to the general education curriculum. The general education curriculum should be the primary content and context of the education and therapeutic intervention for students who use AAC. Special educators, including speech and language pathologists, need to encapsulate the essence of Common Core Content Standards and the general education curriculum to address the content and language needs of AAC users. The interconnection of curriculum content and language demands for the AAC user can be accomplished using readily available research based tools and strategies. We created a five-step process to help SLPs incorporate the general education curriculum into intervention to address language goals of AAC users: 1) assessment; 2) identifying grade level content standards from Common Core or state standards; 3) identifying the “essence” of the standard as it relates to language; 4) generating IEP goals; and 5) teaching language skills across curricular activities. We will provide examples of this process to address a general education standard and the language and curricular content goals for beginning communicators, context-dependent communicators and for students communicating independently. Collaboration between the SLP and educators by means of these steps supports student success across all curricular areas.

Achievement by All Students within the Context of Cooperative Learning Groups

1994 ◽  
Vol 19 (4) ◽  
pp. 290-301 ◽  
Author(s):  
Pam Hunt ◽  
Debbie Staub ◽  
Morgen Alwell ◽  
Lori Goetz
Keyword(s):  
Cooperative Learning ◽  
General Education ◽  
Students With Disabilities ◽  
Severe Disabilities ◽  
Control Group ◽  
Learning Groups ◽  
Learning Group ◽  
Academic Activities ◽  
Cooperative Learning Groups

Three elementary-aged students with multiple severe disabilities acquired basic communication and motor skills within cooperative learning activities conducted in their general education classrooms. With gradually fading assistance from the instructor, the members without disabilities of the cooperative learning groups provided cues, prompts, and consequences to promote the learning of the member with disabilities. The results showed that the three students with disabilities not only independently demonstrated targeted basic skills within cooperative academic activities, but also generalized those skills during follow-up sessions to activities with other members of a newly formed cooperative learning group. In addition, tests of achievement of targeted academic objectives by the members without disabilities in their cooperative learning groups indicated that they performed as well as members of a control group within the classroom that did not include a child with severe disabilities and that members of both the target group and the control group significantly increased their knowledge in targeted academic areas.

PREPARING FUTURE PHYSICAL EDUCATORS FOR INCLUSION: CHANGING THE PHYSICAL EDUCATION TEACHER TRAINING PROGRAM

2016 ◽  
Vol 17 (1) ◽  
Author(s):  
Martin E. BLOCK ◽  
Eun Hye KWON ◽  
Sean HEALY
Keyword(s):  
Physical Education ◽  
Online Education ◽  
General Education ◽  
Students With Disabilities ◽  
Adapted Physical Education ◽  
Physical Educators ◽  
Physical Education Teacher ◽  
Education Teacher ◽  
Physical Education Teacher Education ◽  
General Physical

Students with disabilities around the world are leaving special schools and special classes and are receiving their education in general education schools. In addition to attending general education classes, these students with disabilities are attending general physical education classes. Unfortunately, research has clearly demonstrated that physical educators do not feel prepared to include students with disabilities into their general physical education classes. Such findings are not surprising given that the typical physical education teacher education program in the United States only requires one course in adapted physical education, and in many countries around the world not even one adapted physical education course is required. However, many physical education teacher education programs do not have the space to add more adapted physical education classes, and other universities do not have professors with specialized knowledge to teach adapted physical education. What can be done to better prepare future and current physical educators? Online education is a relatively new method for delivering information about disability in general and more specifically how to include students with disabilities into general physical activities. The purpose of this paper is to introduce online education and present preliminary research that supports the use of online training with physical educators.

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