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Discusses instructional strategies for inclusive classrooms.... More...
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Paper Abstract:
Discusses instructional strategies for inclusive classrooms. Growing trend of placement of students with special needs in the general education class. Need for innovative classroom teaching. Cooperative learning groups. Individualized attention. Testing. Modifying work and assessment. Use of assertive learning devices. Skill reinforcement. Importance of social interaction.
Paper Introduction:
Instructional Strategies for Inclusive Classrooms
Since Public law 94-142, the Education for All Handicapped Children Act, was passed in 1975 and then reauthorized and renamed The Individuals With Disabilities Act (IDEA) in 1990, more and more children with “special needs” are being placed in inclusive classrooms. Teachers are increasingly confronted with the challenge of providing instruction to a diverse study population, which can encompass children with one or more of a variety of “special needs” ranging from giftedness to physical disabilities to learning disabilities to behavioral disorders that may or may not have been diagnosed (Snyder, 1999). As a result, teachers must develop and deploy innovative teaching strategies to ensure that all students will receive an appropriate education and sufficient opportunity to maximize
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As a result, teachers must develop and deployinnovative teaching strategies to ensure that all students will receive anappropriate education and sufficient opportunity to maximize their learningand academic potential (Snyder, 1999). Further, some children with special needs may benefit from the use ofassistive learning devices. References Jones, M. Education, 122 (3), 624 - 636. Inclusion: What can teachers do? Reinforcement ofskills learned in the inclusive classroom through pullout programs ishighly beneficial, as is obtaining materials that are appropriate for thespecial needs students. Stahl (2 ) also states that special needs students in the inclusiveclassroom should have opportunities to work independently, perhaps withmaterials and/or concepts that are modified to meet their ability levels.While teachers may find it difficult to maintain several differentcurriculum packages, this may be necessary; resource room and specialeducation teachers and other educators can be of assistance, as canclassroom aids and assistants, in ensuring that individualized attention isgiven to students who require it. Instructional Strategies for Inclusive Classrooms Since Public law 94-142, the Education for All Handicapped ChildrenAct, was passed in 1975 and then reauthorized and renamed The IndividualsWith Disabilities Act (IDEA) in 199 , more and more children with "specialneeds" are being placed in inclusive classrooms. Stahl (2 ) also noted that special needs students benefit fromspecialized assessment and evaluation strategies. Academic ExchangeQuarterly, 4 (3), 131 - 132+. Of the majority of students with special needs, the majority now hastheir educational needs satisfied in the general education class (Snyder,1999). Education, 12 (1), 173- 178+. Stahl (2 ) identified some of the instructional strategies thatteachers can and should use in such classrooms, including the creation ofcooperative teaching groups in which children with varying degrees ofacademic skill are linked to work on group projects. The development of anIndividualized Education Program (IEP) is critically important in ensuringthat the teacher and other key actor: 1) know what needs the child has; 2)create appropriate learning strategies and benchmarks to assess progress;and 3) provide a mechanism for assessing the efficacy of the instructionand placement provided to the child. Jones, Thorn, Chow, Thompson, and Wilde (2 2) also suggest thatteachers in inclusive classrooms must ensure that all students suspected ofhaving special needs (of any type) have been thoroughly assessed andevaluated by professionals (including social workers, psychologists,special education teachers and so forth). (1999). Equifinality: Parents' and students' attitudes toward a student-centered approach to integration. Finally, recognizing that the special needs studentwill require "special attention" is critical, as is creating opportunitiesfor social interaction. For students with writing difficulties, oralassessment might be undertaken; students could also be allowed to taperecord assignments rather than complete them in writing, or work withpartners. J., Thorn, C. F. Given that some (perhaps many)children with special needs are not assessed adequately, the classroomteacher is charged with the responsibility of seeing that such anassessment takes place. (2 ). Snyder, R. Alternatives tostandardized testing can capture information about such students' knowledgeand skills while allowing them the opportunity to demonstrate thoseabilities and gain in terms of both self-esteem and appraisal. Stahl (2 ) notesthat cooperative learning groups also assist in creating social linkagesbetween students and in fostering positive peer relationships; moreadvanced students can become, in effect, peer coaches and mentors. S., & Wilde, C.(2 2). Modifyingboth the work given to the child (through reduced assignments, alternativeprojects, etc.), and then modifying assessment through portfolio analysisis highly recommended. Teachers are increasinglyconfronted with the challenge of providing instruction to a diverse studypopulation, which can encompass children with one or more of a variety of"special needs" ranging from giftedness to physical disabilities tolearning disabilities to behavioral disorders that may or may not have beendiagnosed (Snyder, 1999). Inclusion: A qualitative study of inservicegeneral education teachers' attitudes and concerns. Teamteaching, in which the classroom teachers obtain the services of specialeducation/resource room professionals, may be desirable. Stahl, J. R., Chow, P., Thompson, I. Computerized curriculum, for example, can beuseful in helping children move through materials (Stahl, 2 ).
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