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The movement for standards-based education in the United States must deal with inclusive education, cultural diversity, a mobile population, bilingualism, and multi-age classrooms. Five conditions are presented (assessment, equity, flexibility, reform, and a sense of community collaboration) that can make teaching to standards easier.
The educational reforms mandated by legal processes, including inclusive education, or a least restrictive environment, have forced education to alter professional teacher preparation practices. This longitudinal study describes the evolution and how successful it has been between 1987 and 2000.
Cindy Praisner investigated elementary school principals’ acceptance and placement of students with special needs in inclusionary classrooms. About 1 in 5 were clearly positive. This was due to good experiences. In order for principals to lead successfully, they need more positive experiences with individuals from all disability categories.
Dr. Marilyn Friend is a leading expert in inclusive education for students with disabilities. By answering questions about special education today, she addresses what it takes to make it work, the importance of collaboration, and how to help administrators support inclusion and socialization of all children.
Music is valuable in early childhood education because it speaks to the emotions. It helps children with special needs relax and make the transition from special class to inclusion class. It also organizes brain activity and enhances perception, speech, socialization, and creativity.
Early childhood is an opportune time to socialize more appropriate behaviors in students with emotional and behavioral disorders in inclusion classrooms. Philip and Nancy Hall illustrate conflict resolution without punishment. They recommend gentle intervention, bonding, support, and targeted instruction for at-risk students.
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 and engagement, goals, feedback, and generalization are illustrated.
Assessment with functional magnetic resonance imaging demonstrates that the learning disability dyslexia involved faulty neural circuitry in the language areas of the brain. It is permanent. Interventions to improve reading must teach alphabetics in early childhood and elementary school and then focus on fluency to bring about durable changes in brain organization for reading.
A high school program called Learning and Education About Disabilities (LEAD) is an exemplary method 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.
Students with learning disabilities often suffer low self-esteem. Middle and high school programs which teach social skills can improve their conflict resolution and confidence in groups. Assessments by parents reflect more family involvement after social skills training. Teachers in inclusion classrooms should also help students with LD form friendships with other students.
Students with limited English proficiency should not be labeled language impaired or learning disabled unless they are significantly disabled in their first language as well. Family involvement and multi-disciplinary collaboration are vital. Cultural diversity and alternative assessment procedures must be heeded.
Cultural sensitivity is increasingly important for speech/language clinicians because one-third of their clients 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.
Disability rights and civil rights are being threatened. The author discusses legal processes that affect both. People with developmental disabilities, like the author’s son with Down syndrome, have made enormous progress thanks to IDEA and inclusion. Those who debate about restricting rights since 9/11/01 must remember the potentials and abilities of such children.
Children with developmental disabilities or autism often have atypical language processes and speech. Their skills and strengths are missed if they are assessed as inscrutable. This article gives competence-oriented strategies to find meanings in both emotions and behaviors. Supporting such students aids in their socialization, self-esteem, and creativity.
Severe emotional and behavioral disorders are difficult to assess. They are often treated with both drugs and behavioral therapy. Parent participation and collaboration with teachers are essential. Social skills training is also helpful, especially for conflict resolution. This article describes the more common psychiatric disorders with symptoms and psychopharmacological treatments.
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.
Helping students with emotional and behavioral disorders requires self-awareness. Good natured humor helps in conflict resolution. Making a difference for even one child is important. This article identifies questions and strategies to help teachers become more self-aware regarding their interactions with difficult students.
Educators have all experienced children with chronic emotional and behavioral disorders. This article suggests exploring the ABCs of difficulties (antecedents, behaviors, consequences). The authors give many suggestions for prevention of behaviors. Teaching the child alternatives can bring much conflict resolution and improved socialization.
In 50 years, individuals with hearing impairments have made amazing progress: acceptance of ASL as a language, bilingual-bicultural communication, legal mandates for individualized education transition and employment, mental health services, technology in audiology and telecommunications, and medical reductions in deafness. Educators still have a long way to go.
This article describes tactile strategies to support instruction of students who have multiple disabilities and visual impairments. Teachers need creative ways to bypass tactile defensiveness. Collaboration with specialists, family, and peer-tutors can provide ideas. Plans for teaching the use of touch should be written into individualized education programs in schools.
Students with multiple disabilities, often mainstreamed only for socialization activities in public schools, can benefit from inclusion in instruction as well. The Cascade of Integration Options, described in this article, explains how. Collaboration and careful IEP planning are essential. Different goals will be set for the individual with severe disabilities.
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.
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.
The assessment of attention-deficit hyperactive disorder (ADHD) as a health impairment, learning disability, or emotional/behavioral disorder has been criticized. Using the drug Ritalin is condemned for making boys like girls and reducing creativity. This article argues that ADHD is a real brain disorder. Ritalin helps students wherever they are in school; elementary, middle, or high school.
Gifted children need early childhood enrichment. Their language proficiency is an assessment “heads-up.” While they benefit from socialization in mixed-ability groups, peer tutoring, used excessively, leads to problems. Their self-esteem is enhanced by challenging them in their area of creativity and allowing self-acceleration.
An essential component of gifted and talented education is early assessment and nurture of each unique child’s creativity potentials. Culturally diverse students may be teased about, and hide, their gifts. Their untapped potential will be a loss for society. They deserve support with personalized programs.
Students who are gifted may also be students with learning disabilities. Assessment typically focuses on their deficits rather than their gifts. Their self-esteem suffers when they are given praise for easy, unchallenging work. Inclusion classes need differentiation, more assistance in deficiency areas, and compacted learning with challenges in strength areas. Many ideas for empowering twice–exceptional students are offered in this article.
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 that work-related skills are successfully learned, per individualized transition plans (ITPs).
The transition from middle to high school requires adjusting to a larger school size, new social interactions, and different academic demands at a time when adolescents are also dealing with puberty and identity issues. This is problematic for students with learning disabilities and other exceptionalities. They need more support from teachers and peers. Extra curricular activity involvement makes moving easier.
Self-determination is urgently needed to help students make the transition from high school to post-secondary 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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