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This article reviews the changes in legal processes affecting inclusive education in the past two decades. Family involvement has contributed to changes in significant ways. The authors argue that costs and lack of results mandate new reforms, especially revamping strategies for teaching three subgroups.
The movement for standards-based education in the United States must deal with inclusive education, cultural diversity, a mobile population, bilingualism, and multiage classrooms. Five conditions are presented (assessment, equity, flexibility, reform, and a sense of community collaboration) that can make teaching to standards easier.
Many Americans believe that public schools will become ghettos for students with special needs if vouchers for private schools are allowed. This article reports model approaches to inclusive education and parental choice in Denmark, New Zealand, and the Netherlands. Funding for special services follows the child. Such subsidies improve education in all schools—public and private.
Sharon Maroney gives suggestions from experienced inclusive education teachers to beginners: know legal requirements, join professional organizations, get current curricular materials, use time efficiently, and consult colleagues.
With the increased linguistic and cultural diversity of America, the paraprofessional has become the backbone of inclusive, early childhood education. This article discusses eight core competency areas critical to their training, including assessment, collaborative teaming, and transition coordination. A portfolio review process can document their competencies.
Many learning disabilities and speech/language impairments are believed to be the result of lack of phonological awareness in the preschool years. Inclusive early childhood education programs can do a great deal to avoid later reading, attention, and speech disorders by providing earlier language support. Dr. Alice Honig describes 20 ways to enhance phonological skills.
Integrating infants and toddlers with disabilities into inclusive, early childhood education programs is legally prescribed. Often an itinerant teacher serves many schools, collaborating with teachers. This article discusses what they need to do to encourage social skills training and family involvement.
Studies of adults who are successful, and learning disabled, show past supportive elementary education. Scaffolded instruction, as described in this article, fosters independence, provides support, and leads to success. Assessment of the needs of the learner, plus engagement, goals, feedback, and generalization are illustrated.
A learning disability makes processing and organizing information difficult. Gloria Dye presents a teaching method that aids in recognizing, storing, and retrieving information based on cognitive schemas. The article suggests uses for computers and graphic organizers in early childhood, elementary school, middle school, and high school classes. Organizers benefit both teachers and students.
A high school program called Learning and Education About Disabilities (LEAD) is an exemplary site for self-advocacy for students with learning disabilities. Students do learning-style assessments and self-direct their individualized education plans (IEPs). This aids in transition to the adult world. LEAD students also serve as elementary and middle school peer tutors.
There are often trouble spots in speech and language development in early childhood. This article explains normal and abnormal speech and provides red flags for early assessment purposes. Specific language impairment (SLI) is described as a possible learning disability as well as a grammatical disorder. Advice is included on how to assist children in acquiring language.
Speech/language delays can be prevented or ameliorated through early childhood intervention in inclusive day care. This article suggests family involvement in selecting books that are relevant for each child. Teachers read the books, engage the child in lengthy conversations, and play-act the stories into the curriculum.
Cultural sensitivity is increasingly important for speech/language clinicans because one-third of their cients are from linguistically diverse backgrounds, and speech problems may contribute to reading and other disabilities. The use of augmentative and alternative communication (AAC) systems and other technology must include family involvement.
The number of American children with developmental disabilities like autism and Asperger’s syndrome is rapidly increasing. This article gives information about these disorders and their causes and treatments, and about related problems: mental retardation, speech/language impairments, and/or emotional-behavioral disorders. Many misconceptions are explained.
This article addresses the enormous task of developing curricula for high school students with developmental disabilities and other special needs. This unit organizer method allows students to learn by doing. It enhances individualized education programs (IEPs), allows diverse students to find challenges in inclusive education, and eases the assessment process.
Students with developmental disabilities have a higher rate of depression and emotional disorders than students without disabilities. The assessment of their symptoms is difficult because of their co-occurring problems, and it must be performed frequently. Legal processes mandate psychological treatment when such problems are diagnosed.
Bronfenbrenner’s systems theory is the basis for this program for elementary school children with emotional and behavioral disorders. The curriculum draws from assessment of micro-, exo-, and macrosystems. Collaboration wraparound services increase conflict resolution and parental participation and decrease office referrals, suspensions, absences, and other manifestations of disordered behavior.
The use of choice-making opportunities for students with emotional and behavioral disorders is effective for both conflict resolution and academic engagement. Breaking the cycle of negative responses helps the student progress through elementary, middle, and high school and make a smoother transition into adulthood.
Emotionally/behaviorally disordered, homeless adolescents are described by numbers, etiology, and implications for social policies and services. Their educational needs are unmet. This article has implications for both prevention and treatment.
Students with visual impairments and multiple disabilities plus low vision thrive in settings with more services to meet their special needs. Legal processes do not mandate inclusive education but, rather, the most appropriate education in the least restrictive environment. Special schools may be the most credible placements to meet the educational and real-world transition needs of such students.
This account of inclusion of a student with a visual impairment helps change attitudes about collaboration in middle school classrooms. Peer tutors were valuable as aides and as support staff. The author provides valuable suggestions for curriculum modifications, individualized education programs (IEPs), and computer/technology usage.
The speech and language abilities of students who have hearing impairments can be enhanced by visually rich learning environments. The authors explain the development and use of graphic organizers. They also discuss use of signing, computers and other technology, and visual materials that can be used with all students.
Students with multiple severe disabilities often require a great deal of individual instruction. Collaboration between teachers and paraeducators in inclusive education settings can help meet their needs. This article describes a one-day teaching-skills training program (TSTP) to prepare teaching aides in the use of appropriate strategies.
Children with multiple disabilities are frequently lonely. Educators can help assess these emotional behavioral problems and find ways to ameliorate them. This article discusses assessment techniques and intervention approaches including social training and conflict resolution skills.
Four students with developmental disabilities and multiple disabilities are profiled to illustrate assessments and computer portfolios for children who are very hard to educate. Federal legal regulations require alternate plans and accountability for students with severe disabilities who are not accommodated by the usual procedures. Data show that this method works.
Students with orthopedic impairments and physical disabilities greatly benefit from the MOVE program, as described in this article. Both elementary school and family settings can employ the program. Individualized education plans (IEPs) can integrate MOVE into the academic curriculum to the advantage of both student and teacher.
Legal processes mandate accommodations for students with disabilities (such as 504 plans), even if they do not require individualized education plans (IEPs) and special education. This article explains what kinds of accommodations are appropriate, where to have them, when, who decides, and why.
Students with the learning disability called attention deficit hyperactive disorder (ADHD) are not all alike. They require different teaching strategies depending on assessment, predominant symptoms of possible emotional and behavioral disorders, and where they are in school—elementary, middle, or high school. This article explains how different remedies can be tailored to individual students.
Ellen Winner presents biological explanations for some forms of giftedness. Uneven giftedness in children is common, such as in prodigious math, art, or musical skills along with concurrent learning disabilities, speech or language disabilities, emotional disorders, or developmental disabilities such as autism. Assessment should be achievement-based, and education in the children’s special areas should be challenging.
This article gives a sample plan to demonstrate how computer instruction can develop higher-order thinking skills in gifted middle school students. Teachers collaborate with other educators, and peer-tutoring increases achievement motivation.
Susan Winebrenner gives reasons why gifted elementary school students need assessment and more challenging education. She also presents suggestions for how teachers can meet their needs in inclusive classrooms.
The legal processes involved in reauthorizing IDEA have created a need for transition services until age 21 for all students with disabilities, including those with multiple disabilities. High school teachers must collaborate with employment settings to ensure work-related skills are successfully learned, per individualized transition plans (ITPs).
The transition from high school to postsecondary education is difficult for students with hearing, vision, learning, and orthopedic disabilities and those with traumatic brain injury. High schools especially need to teach self-advocacy and inform students about the documentation requirements of colleges.
Self-determination is urgently needed to help students make the transition from high school to postsecondary school living. Individualized transition plans (ITPs) need to assess components of self-determination and to select materials and curricula to improve weak areas.
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