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Get Some Numbers Down
Percentages of students with LDslikely to be a part of a generaleducation setting in: Language arts: roughly 50% Math: 62% Science: 74% Social Studies: 71% Foreign language: 90%
94% of students with LDs take atleast one general education class
per semester. 80% take one ormore. 87% of students with LDs have
few to none actual curriculummodifications. (Institute ofEducation Sciences)
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Teachers, Step it Up!
Loiacono and Valenti found that teachers usuallyhave low expectations for students with severedisabilities. They do believe, however, that propertraining and experience would change theseexpectations. (Loiacono)
After the implementation of PL94-142, inclusion didnotreceive support from all educators. Rheams andBain found that this was due, again, to things suchas past experience and success in teaching studentswith LDs. (Rheams)
William Niles notes that teachers are outrightscared that they wont have the ability to providecomplete access to both the curriculum andactivities for students with LDs. (Niles)
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How We Help Both Students
and Teachers
A proper inclusive classroom canprovide: a. the tools students with a variety of
learning differences need to be successfulin class
b. the support teachers need to increase
their general and personal teachingefficacy
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Aims and Goals
Focus on your class Learn about the skills, interests, and struggles of
all your students Focus on key ideas
Make sure students know what will be expected ofthem in class. Set both long- and short-term goals.
Focus on presentation Target multiple learning preferences and styles.
Focus on assessment of strategies Vary types of assessments used- standardized
instruments, criterion-reference tests, andauthentic assessments. Offer a choice in eachsituation (Niles)
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Aims and Goals Minimize student movement
Create fixed desk placements and groups. Change placements each semester as you get to know
your students and can predict what sort of groups willbe most beneficial.
Minimize transition time Pick a queue for transitions. Such as a bell or music. (ie.
When the music begins, you get up to go to your nexttask. When it ends, make sure you are seated and readyto begin)
Minimize start-up problems Offer an incomplete outline/reflection page for each
student at the beginning of each class Have students with specialized roles (ie. Monitors for
attendance, etc.) (Niles)
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Aims and Goals
Maximize teacher movement, interaction, andassessment Make the room set-up, physically comfortable for
students but also fully accessible to the teacher(s)
so that they can easily help, demonstrate, andobserve Maximize heterogeneous group assignments
Make sure groups are varied (ie. Learning ability,personal interests, gender, background) and have
beneficial dynamics (ie. Place students who arestruggling with students who seem to be able tohelp). This especially helps build an acceptingenvironment for students with learningdifferences (Niles)
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Bibliography
Loiacono, V., & Valenti, V. (2010). General EducationTeachers Need to Be Prepared to Co-Teach the IncreasingNumber of Children with Autism in InclusiveSettings. International Journal Of SpecialEducation,25(3), 24-32.
Newman, L., & National Center for Special EducationResearch (ED), W. C. (2006). General EducationParticipation and Academic Performance of Students withLearning Disabilities. Facts from NLTS2. NCSER 2006-3001. National Center For Special Education Research,
Niles, W. J. (2005). Building a classroom management plan
for inclusive environments: From fear tof.e.a.r..TEACHING Exceptional Children Plus, 2(1), Rheams, T., & Bain, S. K. (2005). Social Interaction
Interventions in an Inclusive Era: Attitudes of Teachers inEarly Childhood Self-Contained and InclusiveSettings. Psychology In The Schools, 42(1), 53-63.