strict teaching implementation of learning strategies (Hansen-Thomas, 2008). A Critical Review of Hill & Flynn, 2007, ‘Classroom instruction that works with English Language Learners’, Issues in Teacher Education.’ 16 (2), 86-89. ELL’s are represented in every state and have increased by as much as 400% in many regional areas of the country. In Classroom Instruction that Works with English Language Learners, by Jane Hill and Kathleen Flynn, (2006) recent reports have indicated
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portions of the categories on the food pyramid to measure correct consumption for healthy living. Mathematics is also used in this lesson for the adding and figuring of consumption of nutritional values and figuring and will be used to conduct our classroom Nutrition Luncheon for the final project and grade on the lesson. Grade: 3 Topic: Food Nutrition/ Food pyramid Class Description: The class consists of 15 students at Castleman Creek Elementary and is compromised
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CoPD Education has always had a huge impact on the world, and especially in today’s times. In their article, “Enhancing Teacher Competency through Co-Teaching and Embedded Professional Development,” LaShorage Shaffer and Karen Thomas-Brown share their strong attitude towards the Co-teaching Professional Development (CoPD). Shaffer and Brown reveal how effective the CoPD is on students with disabilities. From the beginning, Shaffer and Brown start off with discussing how the teaching profession
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from children’s viewpoint greatly contribute to students’ participation (Hart, 2004). Ainscow and Miles (2008) argue that teachers and their attitudes, values and actions play a central role in creating inclusive classrooms. As inclusion and exclusion in education is linked with inclusion and exclusion in society, it is necessary to take students’ identity and family backgrounds into consideration in order to support their participation (Ainscow & Miles, 2008). Von Wright (2006) notes that pupils’
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Individuals with Disabilities Education Act (IDEA) Diversity and Inclusion FDT 4/5 Natalie C. Miller May 4, 2012 Western Governors University Individuals with Disabilities Education Act (IDEA) Before Congress enacted the Education for All Handicapped Children Act of 1975, an underserved number of children in the United States living with disabilities received a fair education. The Education for All Handicapped Children Act of 1975 (PL 94-142) enabled states to provide for and improve the
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Closing the gap: Equality verses Equity and BC’s New Curriculum How do we close the gap between teaching and inclusion of all children? The idea is that the new standards of teaching, to all children, is a better investment for the latest education funding. Equally not all students would benefit from the same supports in a classroom. When students are given different supports to make tasks possible they are being treated equitably; however, the goal is to remove all barriers in curriculum and
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Special Education Process Introduction to the Special Education Process The Department of Education oversees special education and ensures student’s rights through a federal law called The Individuals with Disabilities Education Act (IDEA). IDEA was born to ensure that states and school districts provided children with disabilities a free and appropriate education. To facilitate state compliance, IDEA provides federal money to states for the sole purpose of educating students with disabilities
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students’ with exceptionalities were often segregated from the regular classroom. Mainstreaming began the process of integrating them with nondisabled students, and inclusion takes the process further by creating a web of services. Special education is often times as diverse as the schools and school systems that incorporate it. Most common approaches include: self-contained classrooms, pullout services, and inclusion. Inclusion is most effective when regular education and special education teachers
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professionals” generally a special education teacher and regular education teacher The team teaches in the general education setting, Teaching the general education curriculum. Together teachers instruct, plan, assess, and manage behaviors within the classroom for all students, yet the general education teacher is responsible for content and the special education teacher is responsible for instructional strategies. Co-teachers should have effective communication skills, trust, elasticity, and shared planning
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Abstract Prior studies have shown that students with disabilities have a difficult time with social interaction with their peers when inclusive education has been applied in a classroom. Social participation plays a large role in the emotional development of students. Interaction is often necessary to function in the educational environment. The experiment presented in this paper conducted by Koster et al. (2009) was designed to test the hypothesis that the Social Participation Questionnaire (SPQ)
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