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Author: Brandi Kim Phillips Publisher: ISBN: Category : Languages : en Pages : 182
Book Description
Recent calls for students with disabilities to meet the same rigorous testing standards as their general education peers have created cause for concern amongst education professionals in Florida. Agriculture teachers have reported limited confidence in their abilities to provide effective strategies and resources to students with disabilities in school-based agricultural education programs. This study explored the effective inclusion of students with disabilities in school-based agricultural education programs from agriculture teacher, ESE specialist, and school administrator participants who were selected based on known positive interactions between professionals. Data were collected through interviews with nine participants from three schools. The participants provided insight into effective relationships, clear roles and responsibilities, challenges in the inclusion of students with disabilities, needs of students, needs of teachers, and the benefits of school-based agricultural education for students with disabilities. Examples of ways that agriculture teachers, ESE specialists, and school administrators can collaborate in order to promote effective inclusion of students with disabilities in school-based agricultural education programs are provided.
Author: Brandi Kim Phillips Publisher: ISBN: Category : Languages : en Pages : 182
Book Description
Recent calls for students with disabilities to meet the same rigorous testing standards as their general education peers have created cause for concern amongst education professionals in Florida. Agriculture teachers have reported limited confidence in their abilities to provide effective strategies and resources to students with disabilities in school-based agricultural education programs. This study explored the effective inclusion of students with disabilities in school-based agricultural education programs from agriculture teacher, ESE specialist, and school administrator participants who were selected based on known positive interactions between professionals. Data were collected through interviews with nine participants from three schools. The participants provided insight into effective relationships, clear roles and responsibilities, challenges in the inclusion of students with disabilities, needs of students, needs of teachers, and the benefits of school-based agricultural education for students with disabilities. Examples of ways that agriculture teachers, ESE specialists, and school administrators can collaborate in order to promote effective inclusion of students with disabilities in school-based agricultural education programs are provided.
Author: Shanna Lynn Espinoza Publisher: ISBN: Category : Languages : en Pages : 244
Book Description
With changes in educational reform and a greater push toward inclusion, educators are increasingly required to provide support and educate students with disabilities in an inclusive general education setting. This requires that general education teachers have knowledge of special education laws and of inclusive practices, and collaborate with special education teachers to achieve an inclusive general education setting that supports student with and without disabilities. Research literature indicates that general education teachers view lack of knowledge of special education laws and practices, lack of knowledge and support of inclusive practices, and lack of how to collaborate effectively to be the most influential barriers to their use of successful inclusive practices. The research recommends that general education teachers receive professional development on special education laws and practices, common philosophies needed for inclusive education to be successful, and collaborative practices in order to increase educators' knowledge and abilities to support students in a general education setting. The purpose of this project was to create a professional development series for school staff members at one elementary school in the greater Sacramento area, which would increase their understanding of inclusive and collaborative practices. This professional development included providing knowledge on the use of inclusive practices, the use of collaboration practices, and the use of interventions and accommodations, as well as providing a broader understanding of special education laws and practice. The conclusions reached after presenting the professional development series are that the general education staff needs more professional development opportunities, and continued support and time to address the need for knowledge and skills in the areas of collaboration and inclusion. Furthermore, additional research is needed to add to the literature base to determine the long term effectiveness of using professional development to mediate lack of knowledge of special education laws, and inclusive and collaborative practices.
Author: Peter Mittler Publisher: Routledge ISBN: 1136605347 Category : Education Languages : en Pages : 220
Book Description
This book provides a clearly written, wide-ranging overview of current key issues and challenges arising from the implementation of more inclusive policies and provision in education in this country and internationally. The author sets policies for inclusive schools in the broader contexts of current policies which aim to reduce poverty and social exclusion, and the wider global background of the United Nations drive to promote 'Education for All'. The book draws a distinction between integration and inclusion and provides a critical analysis of the government's Program of Action and the revised National Curriculum and their implications for schools, pupils and families.
Author: Toby J. Karten Publisher: Simon and Schuster ISBN: 1510700951 Category : Education Languages : en Pages : 296
Book Description
How we treat others often influences how individuals feel about themselves. This book illustrates how educators can effectively promote sensitive, inclusive classroom practices that maximize success for students with disabilities. Embracing Disabilities in the Classroom provides content-rich interdisciplinary lessons accompanied by behavioral, academic, and social interventions that capitalize on student strengths. Inclusion expert Toby J. Karten demonstrates the impact of literature, self-advocacy, role playing, and strategic interventions on students' growth and achievement. The numerous lessons, tables, rubrics, instructional guidelines, and charts help readers: • Determine effective strategies for differentiating instruction for specific disabilities • Modify lessons and curriculum appropriately in the content areas • Encourage students to become active participants in learning • Increase disability awareness and foster inclusive mind-sets in students, colleagues, and families This practical resource provides special education and general education teachers, principals, and teacher leaders with both effective instructional strategies for curriculum delivery and responsive approaches to promoting positive attitudes toward disabilities. Given appropriate support and an accepting environment, all students are able to achieve, thrive, and succeed in school and in life!
Author: Sara Salyer Publisher: ISBN: Category : Languages : en Pages :
Book Description
Students who receive special education services are at a heightened risk of being marginalized. A lack of inclusion in the peer social system within the school (Akin & Neumann, 2013; Chen, Hamm, Farmer, Lambert, & Mehtaji, 2015), the labeling of students under a type of disability (Akin & Neumann, 2013; Lalvani, 2015), and the perception of differences amongst their general education teachers and peers (Chen, et al., 2015; Lalvani, 2015) have all been cited as contributing to the marginalization of students who receive special education services. Both general and special educators need to examine their practices within the classroom so that they can ensure all students are treated and viewed as equally important participants. This focus and shift in practices will help to create an effective learning environment for all students as well as a positive model for inclusion outside of the classroom, reducing or eliminating marginalization. The purpose of this project is to address and ultimately eliminate the marginalization of students who receive special education services in inclusive, co-taught classrooms through a co-teacher professional development training, focusing on co-teaching strategies, effective inclusive practices, and collaboration. The professional development is designed for middle school or high school teachers who participate in inclusive, co-taught classes. It could easily be adapted for elementary co-teachers and students who participate in inclusive, co-taught classes.
Author: Singh, Ajay Publisher: IGI Global ISBN: 1799814335 Category : Education Languages : en Pages : 320
Book Description
Educators who work with students with disabilities have the unique challenge of providing comprehensive and quality educational experiences for students who have a wide range of abilities and levels of focus. Pedagogies and educational strategies can be applied across a student population, though they tend to have varied success. Developing adaptive teaching methods that provide quality experiences for students with varied disabilities are necessary to promote success for as many of these students as possible. Special Education Design and Development Tools for School Rehabilitation Professionals is a comprehensive research publication that examines special education practices and provides in-depth evaluations of pedagogical practices for improved educational experiences for students with disabilities. Highlighting a range of topics such as bilingual education, psychometrics, and physical education, this book is ideal for special education teachers, instructors, rehabilitation professionals, academicians, school administrators, instructional designers, curriculum developers, principals, educational software developers, researchers, and students.
Author: Brandi Kim Phillips
Author: Brandi Kim Phillips
Author: Shanna Lynn Espinoza
Author: 
Author: 
Author: Peter Mittler
Author: United States. Office of Education
Author: Toby J. Karten
Author: Sara Salyer
Author: Commission on California State Government Organization and Economy
Author: Singh, Ajay