One of the most talked about issues of students with Learning Disabilities is about the inclusion. Whether they should spend their education time in schools in General Education or be driven away from it, and into a more specific and restrictive field of education often called ‘inclusion’. This very question was first brought up in 1968 by Lloyd Dunn, and again, 7 years later by IDEA in the USA in which they mention “students with disabilities are educated along with students without disabilities to the maximum extend possible, and only in cases of very severe disability that education in regular classes with the use of supplemental aids and services cannot be achieved properly” (Part B, Section 612) “Inclusion, is seen as a process of addressing
Multicultural Awareness Curriculum Issues Feelings about the Letter Ethnic and cultural differences in the educational field have brought controversy, from its denial until its rating as an educational resource (Chin, 2013). When talking about cultural differences in education is defined as a conceptual and value system that includes the beliefs and expectations, patterns, routines, behaviors and habits created and maintained by a group and that are used and modified by that group. Grouped and regulate relations between people, things and nature (Banks, 2006). It is necessary to survive as a group and facilitate communication knowledge in order to better collaborate as community and create a healthier environment surround our children. Multicultural awareness it is a hard topic to discuss, because involves a personal own believes and plays an important part in the own opinions, but as an administrator (public server) it is imperative to maintain the own believes and opinions away in order to be equitable with all.
Response to Intervention (RTI) is currently the dominant approach to deal with academic and behavioral problems in public schools across the nations. Despite the fact that RTI aspired to intervene early and find students who needed extra intervention, the complexity of the model is should be concerned and explored for the appropriate implementation. Focus on learning problems, RTI is an alternative approach to the discrepancy method for identifying children with learning disorders. This approach is typically a three-tiered process focused on screening all children for academic problems, monitoring the progress of at risk children for disabilities, and providing increasing levels of instruction determined by individual need. The level and type
Learning disability is an order that includes numerous regions of performing in which a person experiences some learning difficulties in an ordinary way, due to some ambiguous issues. Assuming that disabled students have difficulties learning in a typical manner does not eliminate the idea of learning in an unlike manner, therefore; avoiding delusions of having a disability to learn and achieve something. According to Ruth Kudwa, the adversaries of the idea of inclusion looks at it as a strategy driven by “unrealistic expectations where schools try to force all students into the mold of regular education.” (“Special Education Inclusion”, 2001). According to Jenkinson, “Although the curriculum for inclusion has been modified to suit the educational needs of the students, there is still a growing pressure for special schools to follow a core curriculum similar to the one applied in mainstream
It is about being able to cater for all learners critically so and the curriculum is one aspect that can assist in order for such measurers to be met. However what if the curriculum itself prohibits effective learning? A focus is turned upon the learner experience and social action. In this instance, the social action is directed to the educational practices that teachers have to implement making use of the curriculum. Being able to comply with the prescribed curriculum is a in itself a challenge as the newly updated curriculum has a lot of requirements.
The government though that integrated education can improve overall educational effectiveness and cost effectiveness. It can address the diversity of society and the basic needs for general schools (Norwich, 1996). The objective is to develop the potentials of every student (Education Bureau, 2014). Different scholars support the scaffolding theory and the zone of proximal development that children's learning is like building structures. If students who need some special educational needs, it can provide sufficient support and helps so that it can stimulate a person's largest potential (Wood, Bruner & Ross, 1976).
It has been proven that group counseling makes it possible for school counselors to meet the needs of every student. However, groups counseling between children and adolescents is very different from group counseling with adults. It goes on to explain that groups should be structured homogeneously for gender, because when there is a mixture of the sexes they tend not to self-disclose easily. Which makes it difficult to build trust that can help them to become cohesive. It has been suggested that groups at the elementary school level should be kept small.
A fundamental aspect of a quality education involves data driven decision-making in regards to instructional practices. After analyzing information obtained throughout the years, the United States Department of Education recognized a need for a program that would help to alleviate the growing number of students being referred for special education services under the Individuals with Disabilities Act (IDEA). In the search for a solution, response to intervention was developed. Response to intervention (RTI) was designed as a framework for districts to adopt that would move students through tiers of interventions to increase student success while decreasing the number of students qualifying for special education services. According to O’Connor
How critical theory is related to Inclusive Education: Critical theory in education is about questioning how our educational system can best offer education to all people. It offers opportunities and understanding of the different perspective of disadvantaged members of society. For example, poor children often go to more poorly funded schools than their middle- and upper-class counterparts. And less funding can mean issues like availability of technology or good teachers. The following can be experienced in both critical theory and inclusive education: • Cultural Diversity in the Classrooms • Exercise on Cultural Diversity • When the Teacher is a
A child’s life status, specifically poverty is a contributor to school refusal behaviors. Ramar, R. , Kusuma, A. , Lokanadha Reddy, G. (2005) stated there are two ways that poverty affect children (i) by impairing student’s health and (ii) by reducing their learning capacity. One reason is that poor children do not meet specific needs that would promote learning the development of a child. Unlike children from a sophisticated family, they meet their needs by having toys and books that would develop their skills. This literature shows that poverty is not the main reason of school refusal behavior but it could generate the thought of refusing school.