Online Learning as a Form of Accommodation

Adult Population ◽

Department Of Education ◽

Special Needs Students ◽

General Education Teacher ◽

The Past ◽

An estimated three billion people, representing approximately half of the planet’s population, are in some way affected by disabilities, which includes an estimated 150 million from the United States of America (Half the Planet, 2001). According to the Twenty-Third Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act (U.S. Department of Education, 2002a), concerning students with special needs between the ages of three and 21, the U.S. and its outlying areas are currently serving educationally more than 6,272,000 students classified as having a disability. The inclusion model, in which a special needs student participates in the “regular” classroom, has become the current classroom education standard. Today’s special needs students have increasing impacts on the general education teacher as, during the past 10 years, the percentage of students with disabilities served in schools and classes with their non-disabled peers has gradually grown to over 90% in 1998 (U.S. Department of Education, 2000b). Because of the large and increasing number of special needs students, assistive educational technology is growing in importance. The population of postsecondary students with disabilities has increased over the past two decades, and currently there are approximately one million persons in postsecondary institutions who are classified as having some form of disability (U.S. Department of Education, 2000b). In 1994, approximately 45% of the adult population who reported having a disability had either attended some college or had completed a bachelor’s degree or higher, as compared to only 29% in 1986 (National Center for Educational Statistics, 1999a).

Planning Strategies for Students with Special Needs: A Professional Development Activity

Teaching Children Mathematics ◽

10.5951/tcm.11.3.0146 ◽

2004 ◽

Vol 11 (3) ◽

pp. 146-154

Author(s):

Amy R. Brodesky ◽

Fred E. Gross ◽

Anna S. McTigue ◽

Cornelia C. Tierney

Keyword(s):

General Education ◽

Special Needs ◽

National Level ◽

Learning Needs ◽

Development Activity ◽

Professional Development Activity ◽

General Education Curriculum ◽

In today's mathematics classrooms, teachers are confronted with an increasing range of learners, including students with special needs. On the national level, 13.2 percent of students have identified disabilities. This translates to 6,195,113 students, a jump of 30 percent from 1990 to 2000 (National Center for Education Statistics 2001). The Individuals with Disabilities in Education Act of 1997 (IDEA) mandates that students with disabilities have access to the general education curriculum. This legislation has led to an increase in the number of students with disabilities who are included in regular education classes. Many classroom teachers feel overwhelmed by the challenges of responding to the learning needs of all their students. We often hear teachers say, “I want all my students to be successful in math, but I'm not sure what to do. I don't have training in special education and I don't have much support.”

Effective Practices for Teaching Writing to Students with Disabilities in the United States

Oxford Research Encyclopedia of Education ◽

10.1093/acrefore/9780190264093.013.1208 ◽

2019 ◽

Author(s):

April Camping ◽

Steve Graham

Keyword(s):

Special Education ◽

General Education ◽

Special Needs ◽

The United States ◽

Individual Student ◽

Writing Practices ◽

General Education Classroom ◽

Critical Skills

Writing is especially challenging for students with disabilities, as 19 out of every 20 of these students experience difficulty learning to write. In order to maximize writing growth, effective instructional practices need to be applied in the general education classroom where many students with special needs are educated. This should minimize special education referrals and maximize the progress of these students as writers. Evidence-based writing practices for the general education classroom include ensuring that students write frequently for varying purposes; creating a pleasant and motivating writing environment; supporting students as they compose; teaching critical skills, processes, and knowledge; and using 21st-century writing tools. It is also important to be sure that practices specifically effective for enhancing the writing growth of students with special needs are applied in both general and special education settings (where some students with disabilities may receive part or all of their writing instruction). This includes methods for preventing writing disabilities, tailoring instruction to meet individual student needs, addressing roadblocks that can impede writing growth, and using specialized writing technology that allows these students to circumvent one or more of their writing challenges.

Do Teachers Spend Less Time Teaching in Classrooms With Students With Special Needs? Trends From International Data

Educational Researcher ◽

10.3102/0013189x19852306 ◽

2019 ◽

Vol 48 (5) ◽

pp. 273-286 ◽

Cited By ~ 1

Author(s):

North Cooc

Keyword(s):

General Education ◽

Special Needs ◽

Behavioral Problems ◽

Teaching And Learning ◽

School Factors ◽

International Data ◽

Teaching Time ◽

General Education Classrooms

Debates about the inclusion of students with disabilities in general education classrooms often overlook its impact on teachers. In this study, I analyze the concern that teachers may spend less time teaching in classrooms with children with special needs using survey data on 121,173 teachers from 38 participating countries and partners of the Teaching and Learning International Survey (TALIS) 2013. I further examine teacher, classroom, and school factors that may explain disparities in time spent teaching in classrooms with and without students with special needs. The findings indicate teachers, on average, spend marginally less class time on teaching in classrooms that include more students with special needs. The disparity in teaching time is mostly removed when accounting for students with behavioral problems in classrooms.

Advances in Early Childhood and K-12 Education - Cultivating Inclusive Practices in Contemporary K-12 Education ◽

Theory and Implementation of Inclusion

10.4018/978-1-5225-5727-2.ch002 ◽

2019 ◽

pp. 19-42

Author(s):

Christine M. Gleason ◽

Kristi L. Santi

Keyword(s):

General Education ◽

Special Needs ◽

Least Restrictive Environment ◽

Attitudes Toward Inclusion ◽

Human Right ◽

Positive Attitudes ◽

Teachers Attitudes ◽

Restrictive Environment

The inclusion of students with special needs in general education settings has become an essential component of education. Including all students in the least restrictive environment to the maximum extent possible is the law and an innate human right. However, research reveals that some teachers do not have positive attitudes toward including students with disabilities. The purpose of this chapter is to discuss findings from a study that uncovered factors behind teachers' attitudes toward inclusion. The general findings and themes are discussed. The chapter concludes with a list of resources teachers can access without payment to help them better understand students with disabilities and ways in which the teacher can more easily develop an inclusive, inviting environment for all.

Federal Leadership Perspectives on the Early Years of Special Education

The Journal of Special Education ◽

10.1177/00224669211028591 ◽

2021 ◽

pp. 002246692110285

Author(s):

Zorka Karanxha ◽

Jeannie Kleinhammer-Tramill ◽

Alta Joy Broughton

Keyword(s):

Special Education ◽

Department Of Education ◽

Early Years ◽

Theory Of Change ◽

The Past ◽

Disabilities Education Act ◽

Time Period ◽

This article is part of a case study of federal leadership in special education from the perspective of those who served in the roles of Assistant Secretaries of Office of Special Education and Rehabilitation Services (OSERS) and Directors of Office of Special Education Programs (OSEP), or their equivalents in the former U.S. Office of Education and later U.S. Department of Education. The perspectives cover the time-period since the passage of the Education of the Handicapped Act of 1975 to amendments of Individuals with Disabilities Education Act (IDEA) in 1997 and the end of the Clinton administration in 2001. The participants detailed their (a) Career and appointment, (b) vision for educating students with disabilities, (c) theory of change, (d) politics and financial constraints, (e) advocacy, and (f) views of the past, present, and future.

Teachers' Instructional Competencies for Including Students with Intellectual and Developmental Disabilities in General Education Settings

The Boller Review ◽

10.18776/tcu/br/4/107 ◽

2019 ◽

Vol 4 ◽

Author(s):

Lauren M. Keaney

Keyword(s):

Developmental Disabilities ◽

General Education ◽

General Education Teachers ◽

Intellectual And Developmental Disabilities ◽

Instructional Competencies ◽

Education Act ◽

Low Incidence ◽

Restrictive Environment

The inclusion of students with disabilities in general education settings has increased particularly since 2004 due to the least restrictive environment provisions outlined in the Individuals with Disabilities Education Act (IDEA). However, research has shown that general education teachers are ill prepared to teach students with disabilities, especially those with severe or low incidence disabilities. The current study explored the knowledge and skills required of general education teachers seeking to include students with intellectual and developmental disabilities (I/DD). We interviewed experienced teachers of students with I/DD to gain insight into such competencies. Participants were three educators (two teachers and one school director) in an elementary school for students with special needs. The participants discussed teaching methods and curriculum considerations relevant to including students with I/DD in general education settings. Data were analyzed utilizing pattern coding to generate categories and larger themes. Discussion and implications of these findings are offered.

Theory and Implementation of Inclusion

10.4018/978-1-6684-3670-7.ch003 ◽

2022 ◽

pp. 37-54

Author(s):

Christine M. Gleason ◽

Kristi L. Santi

Keyword(s):

General Education ◽

Special Needs ◽

Least Restrictive Environment ◽

Attitudes Toward Inclusion ◽

Human Right ◽

Positive Attitudes ◽

Teachers Attitudes ◽

Restrictive Environment

The inclusion of students with special needs in general education settings has become an essential component of education. Including all students in the least restrictive environment to the maximum extent possible is the law and an innate human right. However, research reveals that some teachers do not have positive attitudes toward including students with disabilities. The purpose of this chapter is to discuss findings from a study that uncovered factors behind teachers' attitudes toward inclusion. The general findings and themes are discussed. The chapter concludes with a list of resources teachers can access without payment to help them better understand students with disabilities and ways in which the teacher can more easily develop an inclusive, inviting environment for all.

Supporting Early Career Teachers With Research-Based Practices - Advances in Higher Education and Professional Development ◽

Helping Early-Career General Education Teachers Understand Students With Special Needs

10.4018/978-1-7998-6803-3.ch004 ◽

2021 ◽

pp. 71-106

Author(s):

Pam L. Epler

Keyword(s):

Special Education ◽

General Education ◽

Special Needs ◽

General Education Teachers ◽

Early Career ◽

Special Needs Students ◽

Special Needs Education ◽

History Of Special Education ◽

History Of

This chapter will inform early-career general education teachers on a broad spectrum of special needs topics. The chapter begins with an overview of the history of special education and describes how many facets of special needs education—such as how to classify and how best to instruct special needs students—are still controversial. It then segues into a discussion of various educational service delivery models in which special education students can be educated depending on their needs. The chapter also identifies characteristics and learning traits of special needs students. Next, it presents a detailed section of specific instructional strategies that both general education and special education instructors will find useful to implement when teaching students with special needs. Finally, a brief overview discounting many of the myths about special education is presented.

Under the Law: Disciplinary policies for students with special needs

Phi Delta Kappan ◽

10.1177/0031721720923798 ◽

2020 ◽

Vol 101 (8) ◽

pp. 64-66

Author(s):

Julie Underwood

Keyword(s):

Special Education ◽

Special Needs ◽

Section 504 ◽

Individuals With Disabilities ◽

Special Education Placement ◽

Disabilities Education Act ◽

The Law ◽

Schools must have rules and procedures in place for disciplining all students, but for students with special needs, there are special considerations. Students with disabilities receive special protections under the Individuals with Disabilities Education Act (IDEA) and Section 504 of the Rehabilitation Act. When determining whether and how to discipline students, schools must consider whether the behavior is caused by the disability. If students are eligible for services under IDEA, schools must also consider whether the consequences, such as suspension, could constitute a change in the student’s special education placement. In this Under the Law column, Julie Underwood describes the current laws related to disciplining students with disabilities and shares some example cases.