Although there are few among us who would disagree the least restrictive environment is the correct environment for students with special needs, it does raise questions concerning how their educational and behavioral needs are best met. A balance that must be met by teachers to be both attentive to general education students, while being cognizant students with disabilities may be in need of extra supports. The article I chose to analyze addresses various behavioral and academic interventions for students diagnosed with ADHD. The supports discussed can be used solely for children with ADHD. However, as the title of this report makes note, the authors of the article feel they can be successfully employed class-wide in a general education classroom.
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As I have not worked in a school, I am drawing upon what I have learned in my previous courses, as well as my own years as a K-12 student to formulate my opinion. I will first address what I feel to be the best and worst of the behavioral interventions suggested. Self-monitoring is a tool used by educators in assisting a student in gaining the ability to stay on task and recognize positive and negative actions they are exhibiting in the classroom. The teacher and student agree on one to three behaviors for the student to monitor (e.g., work completion, attention, talking out) and the student is given a form to rate those behaviors on a Likert scale indicating how well he or she performed the specified behavior. Harlacher, Roberts, Merrell (2006). Over a predetermined period of time the teacher and student record their impressions of how well progress is being made on separate charts. At the end of the charting period, the student and teacher meet to compare their
As I have not worked in a school, I am drawing upon what I have learned in my previous courses, as well as my own years as a K-12 student to formulate my opinion. I will first address what I feel to be the best and worst of the behavioral interventions suggested. Self-monitoring is a tool used by educators in assisting a student in gaining the ability to stay on task and recognize positive and negative actions they are exhibiting in the classroom. The teacher and student agree on one to three behaviors for the student to monitor (e.g., work completion, attention, talking out) and the student is given a form to rate those behaviors on a Likert scale indicating how well he or she performed the specified behavior. Harlacher, Roberts, Merrell (2006). Over a predetermined period of time the teacher and student record their impressions of how well progress is being made on separate charts. At the end of the charting period, the student and teacher meet to compare their