It Takes a Well-Organized Village

2022 ◽  
pp. 339-368
Author(s):  
Susan G. Porter
Keyword(s):  
Student Success ◽  
General Education ◽  
School Personnel ◽  
Student Diversity ◽  
Successful Implementation ◽  
Special Education Services ◽  
Education Services ◽  
Improved Outcomes ◽  
Tiered System ◽  
Diversity Curriculum

Response to intervention (RTI) and multi-tiered system of support (MTSS) are educational initiatives designed to increase the success of all students in general education and reduce the number of students referred for special education services. RTI and MTSS have resulted in improved outcomes for students. Successful implementation of RTI and MTSS relies upon collaboration between teachers and other school personnel. Lack of collaboration and consistency between members of MTSS teams can compromise the fidelity of the interventions, which can lead to poor student outcomes. Secondary RTI and MTSS models are difficult to implement due to several factors, including student diversity, curriculum complexity, and high student-staff ratios. This chapter investigates recent research on the implementation of RTI and MTSS models in secondary schools and focuses on the interdisciplinary efforts required to implement these models with fidelity and with student success.

It Takes a Well-Organized Village

2019 ◽  
pp. 25-54 ◽  
Author(s):  
Susan G. Porter
Keyword(s):  
Student Success ◽  
General Education ◽  
School Personnel ◽  
Student Diversity ◽  
Successful Implementation ◽  
Special Education Services ◽  
Education Services ◽  
Improved Outcomes ◽  
Tiered System ◽  
Diversity Curriculum

Response to intervention (RTI) and multi-tiered system of support (MTSS) are educational initiatives designed to increase the success of all students in general education and reduce the number of students referred for special education services. RTI and MTSS have resulted in improved outcomes for students. Successful implementation of RTI and MTSS relies upon collaboration between teachers and other school personnel. Lack of collaboration and consistency between members of MTSS teams can compromise the fidelity of the interventions, which can lead to poor student outcomes. Secondary RTI and MTSS models are difficult to implement due to several factors, including student diversity, curriculum complexity, and high student-staff ratios. This chapter investigates recent research on the implementation of RTI and MTSS models in secondary schools and focuses on the interdisciplinary efforts required to implement these models with fidelity and with student success.

Lack of Focus on Special Education in Literature on Educational Reform

1987 ◽  
Vol 53 (4) ◽  
pp. 325-326 ◽  
Author(s):  
M. Stephen Lilly
Keyword(s):  
Special Education ◽  
General Education ◽  
Special Educators ◽  
Compensatory Education ◽  
Special Education Services ◽  
Education Services ◽  
Nation At Risk ◽  
Current State ◽  
Education Community ◽  
Effective Integration

The lack of focus on special education in the Sizer, Boyer, and Goodlad reports, as well as Nation at Risk, is analyzed. It is posited that mere neglect might not account for this lack of attention and that current shortcomings of special education services might lead the authors of the reports to focus on improvement of general education opportunities for all students rather than increased compensatory education. In its current state, special education for the “mildly handicapped” might well be seen by these authors as part of the problem, rather than part of the solution. To remedy this situation, special educators must increasingly see themselves as members of the general education community and work toward more effective integration of special and general education.

Investigation of the usage of mainstreaming and general education teachers' educational activities on phonological awareness

2015 ◽  
Vol 1 (1) ◽  
pp. 15-33
Author(s):  
Ceyda Emir ◽  
M. Cem Girgin ◽  
H. Pelin Karasu
Keyword(s):  
Special Education ◽  
General Education ◽  
Inclusive Education ◽  
Research Process ◽  
Hearing Impaired ◽  
Special Education Services ◽  
Education Services ◽  
Literacy Activities ◽  
Analysis Question ◽  
Hearing Impaired Students

It is observed that the number of students with hearing impairment placed in inclusive practices in our country has increased rapidly. In parallel, the need for support special education services to be provided in these environments also increases. Support education room is one of the support special education services offered in line with the needs of the student. The aim of this research is to examine the literacy activities applied in Turkish lessons within the scope of support education room service. This research was designed as an action research. The participants of the research; Three hearing-impaired students who receive inclusive education in the fourth grade of primary school are researchers, general education classroom teachers and validity committee members as support education room teachers. Research data was collected with videotape recordings of real classroom interactions, validity committee sound recordings and meeting minutes, lesson plans, reflective research diary, student products and archive documents. The data were analyzed by the researcher and the validity committee members during and after the research process. During the research process, text analysis, question-answer creation, story map creation and space filling activities were applied in Turkish lessons. As a result of the research, it was seen that the students were able to explain the texts they read, guess the meaning of the words they did not know, use the question-answer strategy, determine the text structures, summarize the text, and place words in the text in syntax and meaning. Research results of the hearing impaired students in Turkey is expected to provide support to the training room to offer programs to create benefits for their perspectives on lessons and Turk. Keywords: Hearing impaired student, inclusion, support education room, literacy activities.

Investigation of Turkish activities applied in support education room for hearing impaired students in inclusive environment

2015 ◽  
Vol 1 (1) ◽  
pp. 1-14
Author(s):  
Elif Akay
Keyword(s):  
Special Education ◽  
General Education ◽  
Inclusive Education ◽  
Research Process ◽  
Hearing Impaired ◽  
Special Education Services ◽  
Education Services ◽  
Literacy Activities ◽  
Analysis Question ◽  
Hearing Impaired Students

It is observed that the number of students with hearing impairment placed in inclusive practices in our country has increased rapidly. In parallel, the need for support special education services to be provided in these environments also increases. Support education room is one of the support special education services offered in line with the needs of the student. The aim of this research is to examine the literacy activities applied in Turkish lessons within the scope of support education room service. This research was designed as an action research. The participants of the research; Three hearing-impaired students who receive inclusive education in the fourth grade of primary school are researchers, general education classroom teachers and validity committee members as support education room teachers. Research data was collected with videotape recordings of real classroom interactions, validity committee sound recordings and meeting minutes, lesson plans, reflective research diary, student products and archive documents. The data were analyzed by the researcher and the validity committee members during and after the research process. During the research process, text analysis, question-answer creation, story map creation and space filling activities were applied in Turkish lessons. As a result of the research, it was seen that the students were able to explain the texts they read, guess the meaning of the words they did not know, use the question-answer strategy, determine the text structures, summarize the text, and place words in the text in syntax and meaning. Research results of the hearing impaired students in Turkey is expected to provide support to the training room to offer programs to create benefits for their perspectives on lessons and Turk. Keywords: Hearing impaired student, inclusion, support education room, literacy activities  

scholarly journals Bullying and Victimization among Students in Special Education and General Education Curricula

2011 ◽  
Vol 21 (3) ◽  
Author(s):  
Chad A Rose ◽  
Dorthy L Espelage ◽  
Steven R Aragon ◽  
John Elliott
Keyword(s):  
Special Education ◽  
Middle School Students ◽  
General Education ◽  
Students With Disabilities ◽  
Empirical Studies ◽  
Special Education Services ◽  
Education Programs ◽  
School Students ◽  
Education Services ◽  
Univer Sity

International research established over a decade ago that students who are en-rolled in special education curricula are victimized and perpetrate more bullying than their general education peers. However, few empirical studies have exam-ined bullying rates among American schoolchildren who receive special education services. In the current study, a sample of middle school students (n = 1009) enrolled in general and special education programs completed the Univer-sity of Illinois bullying, fighting, and victimization scales. As hypothesized, students with disabilities reported higher rates of victimization and fighting be-haviours than students without disabilities. Conversely, students with disabilities and their general education peers reported similar rates of bully perpetration.

Exploring the Relationship Between School Transformation and Inclusion: A Bayesian Multilevel Longitudinal Analysis

Inclusion ◽  
2018 ◽  
Vol 6 (1) ◽  
pp. 19-32 ◽  
Author(s):  
Jennifer A. Kurth ◽  
Mary E. Morningstar ◽  
Tyler A. Hicks ◽  
Jonathan Templin
Keyword(s):  
Special Education ◽  
General Education ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Technical Assistance ◽  
Special Education Services ◽  
Federal Law ◽  
Education Services ◽  
Multinomial Modeling ◽  
The Relationship

AbstractGrounded in research and federal law, inclusive education is a right and preferred placement for all learners with disabilities receiving special education services. However, most students in the U.S. education system do not have access to inclusive education and few models are available to demonstrate how schools can develop and implement inclusive services. The purpose of this study was to describe the outcomes of one such endeavor, the SWIFT technical assistance model, aimed at transforming schools to develop inclusive, effective instruction for all students. Multilevel multinomial modeling was used to predict rates of inclusion over time for a subset of students with disabilities in schools participating in SWIFT technical assistance. The findings suggest schools did become more inclusive in their services, with many students predicted to be served in less restrictive general education placements and others no longer requiring special education services. Implications for inclusive education are provided.

Importance of Social Support in the Adjustment of Children with Learning Problems

1997 ◽  
Vol 63 (2) ◽  
pp. 183-193 ◽  
Author(s):  
Melodie Wenz-Gross ◽  
Gary N. Siperstein
Keyword(s):  
Social Support ◽  
Social Networks ◽  
Problem Solving ◽  
General Education ◽  
Social Supports ◽  
Learning Problems ◽  
Special Education Services ◽  
Education Services ◽  
The Social ◽  
The Family

This study examined the social networks, social supports, friendships, and adjustment of 106 4th-, 5th- and 6th-grade children. Forty children were receiving special education services for learning problems, 66 were in general education. Results showed that children with and without learning problems did not differ on the size or composition of their social networks nor on the negative features of their friendships (conflict, competition). However, children with learning problems used their network differently for support. They turned to the family less for problem-solving support and to peers less for all types of support than children without learning problems. Results are discussed in terms of the implications for children with learning problems as they enter adolescence.

High Fidelity Co-Teaching Through Collaboration, Varied Co-Teaching Models, and Differentiated Teaching Strategies

2022 ◽  
pp. 67-92
Author(s):  
Randa Keeley
Keyword(s):  
Special Education ◽  
General Education ◽  
Students With Disabilities ◽  
Special Education Teacher ◽  
Special Education Services ◽  
Education Services ◽  
Education Teacher ◽  
General Education Curriculum ◽  
School Day ◽  
Inclusion Classroom

Co-teaching is a service delivery option for students receiving special education services that is characterized by the presence of both a general education and special education teacher providing support in an inclusive classroom. A co-taught classroom can provide access to the general education curriculum to students with disabilities while they are simultaneously being supported by a special education teacher. The inclusion classroom, a classroom in which both students with and without disabilities are instructed, has been suited with the task of upholding the protections put in place by legislation for students with disabilities. A large number of students receiving special education services (64%, approximately 4,600,000) are placed in the general education, inclusion classroom 80-100% of the school day. This chapter will explore the implementation of excellent instructional practices in the inclusion classroom setting to improve outcomes for students with disabilities.

Inclusive Instruction for Students Receiving Special Education Services for Emotional Disturbance: A Survey Development Study

2019 ◽  
pp. 153450841989508
Author(s):  
John William McKenna ◽  
Xiaoxia Newton ◽  
Emily R. Bergman
Keyword(s):  
Special Education ◽  
Classroom Management ◽  
General Education ◽  
Emotional Disturbance ◽  
Factor Structure ◽  
Internal Consistency ◽  
Geographic Area ◽  
Special Education Services ◽  
Education Services ◽  
Inclusive Instruction

Although the majority of students receiving special education services for emotional disturbance (ED) receive a significant amount of instruction in general education classrooms, evidence-based practices for educating students with ED in these settings have yet to be identified. As a result, school-based practitioners must primarily rely on professional recommendations and values when planning and delivering inclusive instruction for this student population. This study investigated the internal consistency and factor structure of a survey measure designed to obtain information on practitioner knowledge, use, and perceived effectiveness of recommended classroom-based practices for the inclusive instruction of students with ED. Results indicate adequate internal consistency. An exploratory factor analysis (EFA) revealed a four-factor structure: Behavior Support, Classroom Management, Differentiation, and Instructional Practices. Study limitations include a low response rate for the electronic survey and reliance on responses from practitioners from one geographic area. Future investigations are necessary to refine the survey instrument and to obtain data from teachers from other geographic areas.

Legal Framework for the Education of Individuals With Disabilities in Mexico

2020 ◽  
pp. 105345122096309
Author(s):  
Marisol Sanchez ◽  
Aída Imelda Valero Chávez ◽  
Matthew D. O’Donnell ◽  
Berenice Pérez Ramírez ◽  
Theresa A. Ochoa
Keyword(s):  
Special Education ◽  
Public Schools ◽  
General Education ◽  
Legal Framework ◽  
Educational Services ◽  
Depression And Anxiety ◽  
Special Education Services ◽  
Education Services ◽  
Legal Provisions ◽  
Trained Personnel

Mexico has general education and disability laws that guarantee special education services to children and adolescents with disabilities as part of their basic human rights. As youth with psychosocial disabilities, such as depression and anxiety, are not recognized within the special education system as a separate category, in practice, they are excluded from educational supports in public schools. Despite laws that state that special education services must be available in all settings, including juvenile prisons, adolescents with psychosocial disabilities lack access to educational programs and properly trained personnel. This article describes Mexico’s special education legal provisions, noting that adolescents with psychosocial disabilities do not receive the same educational services mandated for students in general education.

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