Construction and Empirical Study of Learner Portrait in Online General Education Course

The problems of high course selection rate, low completion rate, and insufficient pertinence of learning support services in online general education courses are the focus of current general education researchers. Based on 3P (presage, process, and product) learning theory, we put forward a “three-stage, four-level” framework for learners’ portrait process of online general education course, including three learning stages of “presage process product” and four levels of “portrait goal, data collection, label analysis, and portrait service.” Then, taking the learners of the online general education course of Zhejiang Shuren College as an example, we make a case analysis based on the portrait framework, evaluate the learning effect from different stages, and put forward targeted teaching strategies and measures. Research results show that the proposed framework can reflect the characteristics of online learning experience, online learning investment, and online learning results of high-risk learners and can provide data support for the design of online learning support services and optimizing learning effects.

Redesigning GE Language

This case study delineates changes enacted in the cultural program for beginning-level Spanish language students at a private, faith-based university. Given the restrictions of the pandemic insofar as virtual teaching and learning, as well as the national and international context of racial strife and inequities, the instructors took the opportunity to utilize antiracist pedagogy in order to reach the goals of meaningful content and measurable student outcomes. One of the General Education learning outcomes demonstrates how well students understand the “complex issues faced by diverse groups in global and/or cross-cultural contexts.” Within the context of Latin America and the Latina/Latino experience in the United States, the assignments focus on the intersections of race and gender as they relate to cultural expressions, ensuring that the approach does not obfuscate contributions nor realities of people of color.

Other Health Impairment (OHI) Disabilities Category and an In-Depth Look at the Most Common Neurobiological Condition for Students

The other health impairment (OHI) disability category refers to a condition that causes limited strength, vitality, or alertness, including heightened alertness to environmental stimuli that results in limited alertness with respect to the educational environment due to a chronic or acute health problem and adversely affects a child's educational performance. This disability category, as explored in this chapter, may include one or a combined type of attention-deficit hyperactivity disorder, asthma, diabetes, epilepsy, a heart condition, kidney disease, sickle cell anemia, and Tourette's syndrome. As a result of the child's other health impairment, as described above, the child is prevented from receiving reasonable educational benefit from general education.

It Takes a Well-Organized Village

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.

IDEA and Inclusive Education

Federal mandates, most notably the Individuals with Disabilities Education Act (IDEA), guarantee education rights for children classified under one of the 13 categories of disabilities, ensuring that they are educated with their peers in the general education classroom as much as possible based on their ability and needs. State educational agencies and local educational agencies are responsible for ensuring that the pedagogical needs of all children with a disability are met in accordance with the law. This chapter discusses IDEA and the concept of inclusion and how special and general educators must increase their efforts to promote and support equitable opportunities for all students.

Setting a Framework of Inclusive Support for Students With Disabilities

The purpose of this chapter is to provide guidance to parents, teachers, and school administrators, as it relates to the various elements and considerations to implementing inclusion programming in schools. The author introduces the implementation of inclusion in terms of a multidimensional framework needed to support the inclusion of students with disabilities (SWD) in general education classroom settings. Inclusive settings allow access to the general education curriculum, ensuring compliance with federal law, and enhanced academic and social opportunities for students with disabilities. A discussion of key stakeholders in inclusion, as well as preparation, implementation, and sustainability of inclusion efforts are also reviewed.

Understanding Inclusive Practices for Students With Autism Spectrum Disorder Through the Individualized Education Plan Process

Students with autism spectrum disorder (ASD) often display atypical behaviors which general education teachers may not know how to handle. As a result, students with ASD may not get the opportunity to be educated alongside typical peers in the least restrictive environment. Segregated settings often become the most recommended setting for students with ASD. The way to change this practice is if the child's parent is willing to speak up and request an inclusive, less restrictive setting. Working together with the school site, as an equal partner, parents can collaboratively prepare the student for an inclusive setting. Inclusive environments can be overwhelming to a student with ASD, if they come from a smaller classroom environment. Preparing the student and teacher for the transition can help to eliminate potential barriers in the inclusion process. Barriers can be identified through the individualized education plan (IEP), and solutions can be devised within that process.