...Students with EBD may have a hard time socializing with peers and maintaining positive relationships with their peers. However, Cushing, Dunlap, and Fox (2002) propose that early intervention can have a positive effect for children presenting difficult or challenging behaviors. Students with EBD often disturb the classroom with unwanted behaviors. These behaviors have a tendency to intrude on the other student’s instructional time because the teacher spends a lot of time correcting the behavior and less time teaching the class (Falk et.al. 2003). “More recent evidence has revealed that teachers in self-contained classrooms for students with EBD dedicate only 30% of the school day to actual academic instruction”, (Wehby, 2003). Classrooms that contain students with EBD are missing different elements that are important for students to be successful (Falk et.al. 2003). According to Falk et al (2003) the missing elements in the classrooms are high expectations of students, praise, and positive reinforcement. Research shows that the unwanted behaviors displayed by students with EBD effects the teacher’s attitude which in turn affects the whole classroom setting. When students continually exhibit negative behaviors while the teacher is presenting a lesson, eventually the teacher...
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...The main purpose of this study was to determine the specific learning disabilities, level of self efficacy , self esteem multiple intelligences, parent and teacher’s involvement of students at risks with learning disabilities and their relationships to academic performance of high school students at risk with learning disabilities in order to design a supportive classroom environment for these children. This study was based on the theory that academic performance of students at risk with learning disabilities is dependent on the self-efficacy, self-esteem, multiple intelligences and parents and teachers’ involvement. The self-efficacy includes general self efficacy and social self efficacy. The multiple intelligences includes the Linguistic Intelligence, Logical-Mathematical Intelligence, Bodily Kinesthetic Intelligence , Musical Intelligenc, Interpersonal Intelligence , Intrapersonal Intelligence , Spatial Intelligence , and Naturist Intelligence. This study hypothesized that there is significant relationship between self-efficacy, self-esteem, multiple intelligence, parents and teachers’ involvement to the academic performance of students at risk with learning disabilities. Abstract Category: Education Course / Degree: Ph.D. Mgmt Institution / University: Capitol University, Philippines Published in: 2011 The research design was descriptive using cross tabulation technique. The study was conducted at GCCNHS, Gingoog City . The respondents of the...
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...here, the concept of inclusive education, including students with and without learning disabilities as peers in the same classroom, originated. The aim of this type of education is to get students with learning disabilities involved in the society. Teachers and fellow students will also provide help for students with disabilities; in this way, students with learning disabilities will be motivated to study as they feel that they are a part of a group instead of being isolated in special places. Thus, they will achieve higher grades. Moreover, they will be greatly engaged in the society as they are building bridges with their peers from several backgrounds. On the long run, teachers, parents, and the society as a whole would develop. Students with learning disabilities should be included in the “normal” classroom because it improves their...
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...Teaching children with learning disabilities requires extensive knowledge in terminology and multiple frameworks of classroom instruction and management. When implementing different frameworks, it is imperative to understand the role of each concept and how it can be used successfully to support students with learning disabilities. Differentiated Instruction can be provided through Response to Intervention (RTI), the Universal Design for Learning (UDL), and Technology in the Classroom, which are all well-known frameworks or strategies when discussing the teaching of students with disabilities. This paper will discuss each framework and its use within the classroom. Terminology Research Project Teaching students with learning disabilities presents difficulties for teachers utilizing traditional teaching strategies. “As every veteran teacher realizes, students with learning disabilities and other learning disorders may be less engaged in the learning task, unable to cope with multiple instructions, and poorly organized in their thinking and work habits when compared with students without disabilities.” (Bender, 2012, p.1) With this in mind, experts in the field have, over the course of time, developed several frameworks to support students with learning disabilities in the classroom. These frameworks of differentiated instruction, The Universal Design for Learning (UDL), Response to Intervention (RTI), and the use of technology in the classroom, uphold the notion that...
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...Learning Disabilities and the Classroom Ionie Bailey Grand Canyon University: SPE 359 Professor: Lois Jackson August 10, 2014 Within each classroom the dynamic that is shared between students and their teachers should be easily seen by anyone. In order for a classroom to be effective and accessible for all students including those with learning disability, the teacher must implement various rules and regulations that is strong yet flexible.” Even though student’s with learning disabilities make up about fifty percent the student’s population who is receiving special education services in the United States. (Learning Disabilities)” I observed Mrs. Elam’s third grade class; students in her classroom had one or more disabilities which include ADHD, Downs, Autism, EBD and auditory processing which is can be associated with learning disabilities. Mrs. Elam has various methods to ensure that the students are learning and classroom rules are being followed. The method that I observed that was effective for classroom behavior is they yellow, red, green method also known as the stop light method. How it works, each student has a clothes pin with their name listed on it for individual reprimands. For those students with other behavioral disabilities such as EBD or ADHD, the teacher has implemented a behavioral and goals chart with day by day goals, Students with Downs and Autism and are assigned to a paraprofessionals who assist, maintain and keep tracks of their daily behavioral and...
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...Inclusion in the Classroom: The Teaching Methods Melady A. Sherrill ENG 102 07/10/2011 Heidi Ashbaugh Inclusion in the Classroom: The Teaching Methods Inclusion is the best way to meet the needs of all the children involved in a classroom setting. A teacher’s role and teaching methods need to change in an inclusion classroom. Inclusion provides the diversity of processing special education children in with the mainstream children to enrich the learning environment. Inclusion means the act or practice of including students with disabilities in regular school classes (Merriam Webster, 2011). Although research on the long term effects of inclusion may be sketchy, there is some evidence of the positive effects of inclusive education on the students who are not disabled. When the Individuals with Disabilities Education Act (IDEA) mandated that children with disabilities be educated with the children who did not have a disability, education in the United States changed (ED.gov). Before this act, few classrooms included students with disabilities. As late as the middle 1970s, an estimated one million children with disabilities did not even attend school (Inclusion Confusion, 1999). Special education changed with the passage of the 1975 Individuals with Disabilities Act (IDEA) and its 1997 amendments. This legislation moved children with special needs from their separate rooms into regular classrooms. To meet the demands of the IDEA, schools must provide students...
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...The inclusion of individuals with ASD into mainstream classroom settings first began with the introduction of the Education of All Handicapped Children Act of 1975 and later reauthorized as the Individuals with Disabilities Education Act (IDEA) in 1990. These laws ensured that all children no matter their disability were included into classroom settings, even though they may not have been given the proper learning environment needed to succeed. Inclusion in the education system has created a lot of controversy among teachers, parents, and other individuals that may be affected by this topic. This controversy represents the decision to incorporate students with Autism Spectrum Disorder (ASD) into mainstream classrooms rather than special learning...
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...inclusive education, including students with and without learning disabilities as peers in the same classroom, originated. The aim of this type of education is to get students with learning disabilities involved in the society. Teachers and fellow students will also provide help for students with disabilities; in this way, students with learning disabilities will be motivated to study as they feel that they are a part of a group instead of being isolated in special places. Thus, they will achieve higher grades. Moreover, they will be greatly engaged in the society as they are building bridges with their...
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...The Individuals with Disabilities Education Improvement Act of 2004 or IDEIA was originally enacted in 1975. In 2004, President George W. Bush reauthorized the amended act. The amended act included changes to align with the No Child Left Behind provisions, disability determination methods, and individualized education program or IEP. This act provides students with disabilities free education and a learning environment that is more inclusive instead of separating the individuals into a special classroom. Funding for schools is given by the federal government in exchange for the students to be given equal educational opportunities as those without disabilities. The original act was given an overhaul in 2004, including many revisions such...
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...Should primary children with learning disabilities be taught in mainstream education? In the UK more and more parents are finding themselves having to put their children who have learning disabilities into mainstream education, mainly because One of the main reasons for this is that the government have not got enough money to fund specialist schools or to train teachers to specialise in this area to look after children who have these learning disabilities Also the ones we have The existing specialist schools are already full and almost at breaking point. More and more classes around the UK have at least one or two children with a learning disability, and people are beginning to think about the effect they have on the class, the teachers and the child. A class in which there are pupils with learning disabilities can be seen as an advantage. This is because children haven’t got a clear understanding of differences and knowing one of their peers has a learning disability can help the pupils have an understanding of their fellow peer and their disability. It can help the child to tolerate and accept those with learning disabilities. This in time will spread into the child developing an understanding of not just learning disabilities but other differences that set their future peers and colleagues apart from them. It will develop the child’s empathy towards their peers and this is a vital life skill. For a child with learning disabilities being in a mainstream class will also...
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...students all the same and don’t recognize their difference. When this occurs in the classrooms it causes the students to not feel a part of the classroom and can cause them to fail. This is why it is very important that we as educators know and understand that all students are different and bring their own approach, strength, interest and talents to the classroom. Every student can contribute to the classroom in different ways that can help everyone to grow and succeed in school. Without an understanding of the unique meaning existing for the individual, the Problems of helping him effectively are almost insurmountable. --- Arthur Combs There are many different types of students that can contribute great things to your classrooms. By having a variety of students in your room, not only allows the other students to learn and grow from them but it also allows you as their educator to grow and learn as an individual and teacher. Some group of students that can contribute to your classroom and add great value are students with special needs, gifted students and students with a learning disability. All these students can add diversity in a positive way to your classroom. They can teach others that being different is alright and just because you are not the same does not mean that you all can’t get and achieve the same goals in your education. By having individuals in your classroom that bring diversity it can also teach everyone patience which is a great tool to teach...
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...that children with disabilities, particularly those with learning disabilities, should be placed in regular classrooms full time. It refers to the movement that all students with disabilities, regardless of type or severity, are educated full time in a general education classroom and program. This method would allow disabled children to make friends with “normal” children and be given the opportunity to learn in a stimulating environment, where they can get the “real world” education that they will need to be able to fit into society and flourish as productive members. Under Section 504 of the Rehabilitation Act of 1973, students with special needs are entitled to a full, free, public education in regular educational programs and settings. The inclusion classroom would provide exactly that, a setting for these students to interact with their peers of all ability levels, thus most accurately mirroring the real world outside of school. At current most schools in the United States do not use the method of full inclusion. The current trend in education is to use either mainstreaming or what is considered the least restrictive environment (Feldman 273). Mainstreaming refers to the practice of educating students with special needs in regular classes during specific time periods based on their skills. This means regular education classes are combined with special education classes. Least Restrictive Environment refers to the concept that children with disabilities should be educated...
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...affecting a person’s ability to move” (What is cerebral palsy). “1 in 500 babies are diagnosed with cerebral palsy” (About CP). Children with cerebral palsy typically will encounter specific learning difficulties. “These may include a short attention span, motor planning difficulties (organization and sequencing), perceptual difficulties and language difficulties” (What is cerebral palsy). There are three known forms of cerebral palsy : spastic, athetoid, and ataxic. A child who is diagnosed with cerebral palsy can be affected mildly or severely depending on the amount or part of brain. Generally children who are diagnosed with cerebral palsy can attend school. Although the child may experience some learning disabilities and may require some assistant, but frequently can do things children without cerebral palsy can do. According to the Learning Disabilities Association of America, 2.4 million students are diagnosed with specific learning disabilities (SLD) and receive services under the Individuals with Disabilities Education Act (IDEA) (New to LD). A learning disability is a neural condition that alters an individual’s ability to retain, develop or generate information. In 2004, the Individuals with Disabilities Education Act (IDEA2004) implemented the definition of specific learning disabilities. Under the...
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...226Learning Disability Report |DEFINITION |CAUSES |EXAMPLES |TEACHING |CHARACTERISTICS |PLACEMENT | | | | |STRATEGIES | |OPTIONS | |Intellectual |Down Syndrome, |Math activity use real |Child pronounce syllables|Characterized by impaired cognitive |IEP team determines | |Disability |Velocario facial |money and give the |until words are |functioning and deficits in two or |student’s placement in | | |Syndrome, Fetal |children opportunity to |completed/pictures and |more adaptive behavior. |specialized program. | |Limits to a person |Alcohol |purchase items in the |visual aids | | | |ability to learn daily t|Syndrome, Genetic |classroom. | | | | |an expected level and |Problems | | | | | |function in life. Lack | | | | | | |of social skills...
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...How to Improve an Inclusion Classroom Chapter I: Introduction Problem There are a lot of controversies about inclusion classrooms. Some believe inclusion means full inclusion, or a child being confined to a self-contained classroom. While others believe that inclusive classrooms welcomes all children, yet realize that for some students the general education placement may not be the best option. Since there are no specific guidelines that teachers and parents follow for an inclusion classroom, trial and error is very necessary to see what works. Elements of the Problem . Determination of necessary modifications and levels of support is not well defined or applied. Inclusion is a right, not a privilege for a select few (Judge in Oberti vs. Board of Education). Education is forever changing and there is a need for classrooms changes including joining together disabled and non- disabled children. Although many parents and teachers agree with this statement, the questions is how do we as a whole meaning the teachers, parents and support team go about improving an inclusion classroom? How to Improve an Inclusion Classroom Chapter II: Literature Review Introduction Inclusive education is about embracing all, making a commitment to do whatever it takes to provide each student in the community- and each citizen in a democracy- an inalienable right to belong, not excluded. Inclusion assumes that living and learning together is a better way that benefits everyone...
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