Although the child may receive extra help and remediation, he or she would essentially be evaluated with the same instruments and processes as other children in the class." (Price, Mayfield, McFadden and Marsh, 2001)
Adapted curriculum alignment: "At this level, the child's abilities and capabilities may be so discrepant from the peer group in the classroom that substantial alterations are required, such as adapting the curriculum and modifying requirements, expectations, and aspects of the environment. The child may work in the same curriculum strands as other students in the general education classroom, but at much lower levels in accordance with developmental ability." (Price, Mayfield, McFadden and Marsh, 2001)
Functional curriculum alignment: "It may be recognized that the child cannot meet any expectations of the general education curriculum, in which case an entirely different program would be developed to meet the needs determined by the IEP committee. This might involve different instructional materials, enabling the child to participate in the classroom with peers, and even to work selectively in certain group activities, but the child will be expected to achieve functional goals and objectives." (Price, Mayfield, McFadden and Marsh, 2001)
The example provided for 'accommodations' for student with "Learning Disabilities" is stated as follows:
Capitalize on the student's strengths;
Provide high structure and clear expectations;
Use short sentences and a simple vocabulary;
Provide opportunities for success in a supportive atmosphere to help build self-esteem;
Allow flexibility in classroom procedures (e.g., allowing the use of tape recorders for note-taking and test-taking when students have trouble with written language);
Make use of self-correcting materials, which provide immediate feedback without embarrassment;
Use computers for drill and practice and teaching word processing;
Provide positive reinforcement of appropriate social skills at school...
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
country's public schools are experiencing dwindling state education budgets and increased unfunded mandates from the federal government, the search for optimal approaches to providing high quality educational services for students with learning disabilities has assumed new importance and relevance. In an attempt to satisfy the mandates of the No Child Left Behind Act of 2001, a growing number of special educators agree that full inclusion is the optimal approach
These are the students who are suffering from sort of problem; it may be a cognitive disorder, a memory problem, a writing problem, or some sort of physical problem that does not allow him to cope with the burden of the educational system without special help and instruction, or anything else. The proponents of the exit exams also state that unless students are held to certain high standards, it
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
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
Special education is presided over by federal law in most educational jurisdictions. According to the Indviduals with Disabilities Education Act (IDEA), Special Education is defined as: specifically planned instruction used to meet the distinctive needs of a child with a disability, at no cost to the parents. This kind of service is in place to provide supplementary services, support, programs, specialized placements or surroundings to make sure that all students'
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