Reading, writing and arithmetic skills can be expected to progress at a different rate, but these skills are essential to self0sufficicincy and are arguably more important in a special needs classroom for this reason. A departure form mainstream educational goals and methods would likely be seen in the more practical elements of instruction; the teaching and practice of certain life skills would not be necessary in most mainstream classrooms but would be invaluable to many special needs students. In addition, heavy emphasis should be placed on teamwork and self-directed activities that coordinate to achieve a larger goal. This will help students with any type of disability in learning to use their available assets effectively with others in the community. In Brooke County, West Virginia, there is not an extensive program evident for special needs students. Several schools in the Brooke County School District have Autism mentors on staff, and several of the primary schools have Remedial Specialists who presumably work with the special needs students, but there is not evidence of a certified special needs instructor at any of the schools in the district, or working out of the district offices (WV Dept. Of Education 2009). This staffing situation makes it highly unlikely that an effective or comprehensive special needs curriculum has been designed or implemented, meaning that the educational goals and rights of special needs students...
The wide dispersal of the county's sparse population no doubt contributes to this situation, making it difficult to wither centralize a special needs classroom or spread costs around to the various schools, but the needs of these students are being largely ignored by the current system.
Gerl (2010) points out in his advocacy of metaphysics as a way of approaching the philosophy of special education that this helps to construct a legal perspective which is evolving in a way that is consistent with the evolution of ethical perspectives of human dignity, individual rights and the treatment of those with disabilities. While this strikes as relevant, Gerl even concedes that one may not be suited for
Special Education Administrators What procedures can special education administrators put in place to ensure the fiscal management of funds? One of the procedures that special administrators can undertake is outsourcing. The special education costs instigate the special education administrators to cover all of the special education services. Another element that the administrators ought to have is accountability (Schachter, 2002). The way in which this can be done is functioning as a team
Thus, efforts aimed at helping teachers to avoid harmful stereotyping of students often begin with activities designed to raise teachers' awareness of their unconscious biases." (1989) Cotton goes on the relate that there are specific ways in which differential expectations are communicated to students according to the work of: "Brookover, et al. (1982); Brophy (1983); Brophy and Evertson (1976); Brophy and Good (1970); Cooper and Good (1983); Cooper and
In their study, "Thinking of Inclusion for All Special Needs Students: Better Think Again," Rasch and his colleagues (1994) report that, "The political argument in favor of inclusion is based on the assumption that the civil rights of students, as outlined in the 1954 decision handed down in Brown v. Board of Education, which struck down the concept of 'separate but equal,' can also be construed as applying to special
Special Education According to the Federal Laws of the United States of America, "Special Education means specially designed instruction, at no cost to the parents, to meet the unique needs of a child with a disability [IDEA 97-300.26(a)]." The revised statutes of Arizona defines a child with disability as "a child who is at least three but less than twenty-two years of age, who has been evaluated and found to have
Then students use AlphaSmart software to paste the picture and explain in a paragraph why, how and where in the plot they feel that picture relates to the story. This tests three things: (a) student concentration; (b) student level of understanding of the general plot; and - student imagination. This is an important implementation because it opens the students' horizons and allows them to see the general links and
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