In school’s children come from an array of backgrounds and each has its own impact on students. As an educator it is important to expose children to different cultures and ethnicities students may not be aware of. Teachers need to celebrate and cherish differences. “Children learn by observing the differences and similarities among people” as well as absorbing the spoken messages that adults share in their life. One curriculum that some schools follow is known as an Anti-Bias Curriculum.
Through joint effort and in collaboration with various departments, effective implementation of integrated education and proper intervention program is required. This study therefore, was conceived to help special education teachers in handling special education class to the improvement of the whole special education program.In the face of the burgeoning problems, special education teachers encounter, this paper attempted to find out if the special education teachers are qualified and prepared in handling special education class. Their job is primarily teaching them life skills and basic literacy. However, the majority of special education teachers work with children with mild to moderate disabilities, modifying the general education curriculum to meet the child's individual needs and providing required instructionConceptual FrameworkThe researcher deemed it wise to formulate a conceptual framework using the Input-Process-Output Model in the conduct of this research study.It starts with the preparedness of high school SPED teachers, followed by the assessment of teacher’s preparedness as bases for developing intervention
This means that in order to provide "truly effective special education," the general education teacher and the special education teacher must be properly educated in their respective fields and educated about how to work together to provide an effective learning environment for students with special needs in the inclusion classroom. With that, the researcher proposed to make use of the regular teachers’ training program to improve skills and attitudes towards inclusive
They should receive support from their teachers, in this case it can be the regular classroom teacher, or a special education teacher that pulls in the classroom to provide support or does pulls out for a short amount of time. The more time a disabled student is in the classroom the less segregated he/she will feel. Inclusive education programs attempt to provide the same access to academic instruction for all students regardless of their performance levels and needs. The barriers that are being faced in such programs are organizational barriers, the way in which schools and classrooms are organized. Attitudinal barriers, focusing on the beliefs of teachers, administrators about disabilities and inclusion and the knowledge barriers which are the limitation in knowledge of students with disabilities and the appropriate strategies that need to be
Grouping students of all abilities play a key role in the academic success, peer intervention, and socialization of an individual. Teaching in the least restrictive environment is a requirement for the Individuals with Education Disability Act (IDEA) and requires that students with special needs be educated in a general education setting. There are various grouping strategies that a teacher or team leader can incorporate to assist students with all types of abilities. Deciding what type of group to utilize can be a complex task. The general education teacher may want to collaborate with the special education teacher to devise a plan that would benefit the students with and without disabilities that need instructional support (Friend, & Bursuck, 2012).
The results of this study may provide valuable insights for understanding teachers’ classroom assessment practices and needs for teachers in and other parts of the world. Information obtained in this study can also be used for decision making such as evaluating the effectiveness of classroom assessment practices that teachers adopt as they evaluate student learning. Findings from this study may also add to a body of knowledge to the exiting assessment theory and practice within the education system and act as a framework for developing teacher preparation and professional development in the use of classroom
Method- Longitudinal study About the study- Findings- Participants reported that implementation benefits included opportunities for pre- school and elementary teachers to collaborate on and to coordinate curriculum and the needs of individual students, improved transitions to kindergarten for preschool students and their parents, and increased and sustained parent involvement.. Rationale- 1. The main purpose of the study is to see what difficulties the teachers come across while implementing a
Chapter 1 INTRODUCTION Situation Analysis Special education is specially designed to meet the needs of students who have disabilities which results from having a disability and to help them learn information and skills that other students are learning. This education is also offered to help parents of children with special needs. Special education includes special instruction in the classroom, at home, in hospitals, institutions or in other settings. More than 5 million students ages 6 to 21 receive special education and related services each year in the United States. In our country, students with special needs are mainstreamed in regular classes or in a full-time or part time as stated in the main goals of special education.
This would also help them identify the teaching strategy that they could use best to motivate them to do their best in their classroom activities. Parents. Parents will be helped to know and understand that teaching in double shifting class is not easy. Parents will be given insights on how to motivate and help their children to study