General Educators' Involvement in Interventions for Students With Intellectual Disability

General educators are crucial players in efforts to support inclusive education for students with intellectual disability. In this systematic review, we examined the roles of general educators within interventions delivered and evaluated in their middle and high school classrooms. Among these 40 intervention studies, the involvement of general educators could be characterized as mixed and often minimal. Across studies, general educator involvement spanned six different areas: developing the intervention, arranging peer involvement, implementing intervention components, providing perspectives, collecting data, and delivering class instruction. The ways in which general educators have contributed to the delivery of interventions in their classrooms remains uneven. We offer recommendations for research and practice aimed at increasing the involvement of general educators in providing support to students with intellectual disability.

GENERAL AND SPECIAL EDUCATOR ATTITUDE TOWARDS INCLUSIVE EDUCATION

Teachers’ attitudes and beliefs are known to influence their teaching practices and management strategies in the classroom, and therefore directly influencing students’ learning. The existing research indicates that the teachers’ attitudes towards inclusion are inconsistent. The educationalists point out that these inconsistencies are due to differences among the attitudes of various types of educators toward students with disabilities. There are various types of educators like regular education teachers, special education teachers, administrators, and others and according to research each one's attitude is different when it comes to teaching students with disabilities. This quantitative study was designed to investigate teachers’ attitudes towards Children with Special Needs (CWSN) with an exclusive comparison between General Educator and Special Educator. Data was collected from 260 teachers of Bhopal by using a self-developed survey instrument entitled 'Multidimensional Attitudinal Measurement of Teachers towards Children with Disability Scale' (MAMTCD-Scale). The findings revealed significant difference in attitude between general educators and special educators.

A Systematic Review of General Educator Training With Functional Behavior Assessments

Functional behavior assessment is a process that should have precedence in addressing behaviors that impact a student’s learning or the learning of others. A rigorous, comprehensive, and beneficial functional behavior assessment requires involvement from multiple school personnel who may have frequent contact with the student, such as general educators. However, general educators are often not trained to participate in the process. This review of the literature was conducted to identify training practices that have been used with general educators to conduct elements of a functional behavior assessment or implement interventions linked to findings from the assessment. The methodological rigor and evidence of effectiveness of studies that met inclusion criteria were evaluated using What Works Clearinghouse guidelines. Commonalities between training practices are provided. The number of studies that met criteria to be included in this review is limited and presents variable findings, but should draw attention to the need for empirically supported training packages aimed at preparing general educators to participate in the process. Doing so can help promote a school’s legal and humanistic obligation to meeting the unique needs of students who engage in problematic behavior.

Interactions of High School Students With Intellectual and Developmental Disabilities in Inclusive Classrooms

As inclusive opportunities increase for students with disabilities, additional research is needed to examine high school students' classroom interactions. This descriptive study explores the nature of the social interactions of 10 high school students with intellectual and developmental disabilities (IDD) in the general education classroom. Findings from our observations indicated that students with IDD interacted with peers during approximately one out of every four minutes and interacted with the general educator during one out of every 10 minutes, less than their peer comparisons' interactions with peers and teachers. Students with IDD were present (M = 89.9%) and in proximity to peers (M = 71.7%) during the majority of the class period. We discuss additional results along with practical implications, limitations, and future research directions.

The Effects of Peer-Assisted Learning on Disruptive Behavior and Academic Engagement

Education researchers have recently called for the development of interventions to address the needs of students with or at risk of disabilities who exhibit co-occurring academic and behavioral needs. Teachers of these students frequently prioritize intervening on problem behavior rather than academics. However, addressing students’ academic needs with interventions that change classroom environments may reduce problem behavior. This study examined the effects of a reciprocal peer-tutoring program on disruptive behavior and academic engagement. An A-B-A-B design was implemented in an eighth-grade intervention classroom receiving Tier 2 supports from a general educator, with one student who demonstrated frequent disruptive behavior and concomitant reading difficulty. Results support a functional relation between the intervention and changes in disruptive behavior and academic engagement. Implications for future research and practice are discussed.

Efficacy of Peer Support Arrangements to Increase Peer Interaction and AAC Use

Supporting interaction in inclusive settings between students with complex communication needs (CCN) and their peers requires careful planning and support. We used a multiple-probe-across-participants design to investigate the efficacy of collaborative planning and peer support arrangements to increase peer interaction in inclusive classrooms. Participants were four middle school students with CCN who had an intellectual disability and used an iPad with Proloquo2Go as augmentative and alternative communication (AAC). Educational teams comprised of a special educator, general educator, paraprofessional, and speech-language pathologist participated in collaborative planning for the intervention. For all four students, the intervention substantially increased communication to and from their peers. AAC use increased for one student. We offer implications for research and practice on supporting social interaction in general education settings.

PENDEKATAN SAINTIFIK DALAM PEMBELAJARAN PENDIDIKAN AGAMA ISLAM (PAI) DI MADRASAH

The variety of life challenge in the future and study result not yet showed by student, require government to innovate education system through curriculum change which then recognized with curriculum 2013. One of typical curriculum 2013, in course using of scientific approach for all of subject including Islamic education in madrasa. Though the truth of knowledge Islamic education in madrasa coming from non-scientific truth which refused in scientific approach system. This study about scientific approach implementation at Islamic education in madrasah. Approach implementation of Islamic education at madrasah besides giving attention to science method in general, educator have to pay attention at several things in order to optimal learning. Several things which must get attention by educator are science approach, do not eliminate the truth of dogmatic to the truth of empiric, the importance of theme integration which the truth of dogmatic with pure science, repeat description about competition standard of Islamic education at madrasa, the importance of creativity development and educator innovation in learning process. ملخص: تنوّع تحديات حياة الناس الإندونيسيين في المستقبل وظاهرة نتائج التعلم السيئة لدى الطلاب اقتضت الحكومة لتجديد النظام التربوي بتغيير المنهج الدراسي، ويسمى الجديد بالمنهج الدراسي 2013. ومن مميزات هذا المنهج الجديد هو استعمال المدخل العلمي في تدريس جميع المواد في المدارس وفيها تعليم مادة التربية الإسلامية في المدارس الإسلامية، مع أن صحة المعارف في مادة التربية الإسلامية اعتمد كثيرا على الصحة غير العلمية المطرودة في نظام المدخل العلمي. بحثت هذه المقالة في تطبيق المدخل العلمي في مادة التربية الإسلامية في المدارس الإسلامية. في تطبيق المدخل العلمي في مادة التربية الإسلامية في المدارس الإسلامية بجانب الاهتمام بالقواعد العلمية عامة، على المدرس أن يهتم ببعض الأمور ليسير التدريس سيرا جميلا. وهذه الأمور هي أن المدخل العلمي لا ينقص أو لا يزيل الصحة العقدية إلي الصحة الامبيريسية، وأهمية الجمع بين الموضوع الذى له صحة عقدية وبين العلمية البحتة، وإعادة العرض عن معيار الكفاءات في مادة التربية الإسلامية في المدارس الإسلامية، وأهمية تنمية مهارات المدرس وكفاءاته وتجديداته في عملية التعليم. Keyword: Pendekatan saintifik, pelajaran PAI, madrasah