A classroom where there are high levels of academic expectations for all learners will be a classroom with low level of behaviors and higher student achievement (Martella, 2015). Recent research on inclusive education reveals that students who have disabilities are receiving their education in the general education classroom more and more often with positive results. McLeskey et al.’s (2004, 2010) research, as well as the 2008 Individuals with Disabilities Education Act Implementation Report (U.S. Department of Education, 2008) shows that the number of students who have disabilities and who are receiving instruction in the general education classroom is on the rise. The 2005 National Longitudinal Transition Study found that the percent of
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8). Effective co-teaching is when educators share equal responsibility for educating all students in the classroom through co-planning, co-teaching, and co-assessing (Conderman & Hedin, 2012). Commitment and active involvement on the parts of all teachers need to be ensured so that all standards of learning are met. The essential factor in implementing inclusive education is collaboration between teachers and support service providers. Soto’s study found that general educators who have scheduled routine opportunities to collaborate and have the opportunity to consult with support service providers show evidence of increased student achievement (Soto, Müller, Hunt, & Goetz, …show more content…
Provide effective adaptions for students with disabilities such as peer tutoring or using a collaborative teaching approach.
2. Provide collaboration between administrators, general educators, special educators, parents, and related service providers in order to deliver quality services to all students.
3. Professional development in the philosophy of inclusion and collaborative teaching methods.
To determine if providing an inclusive education would improve learners’ achievement these major variables would be considered in a first grade general education classroom. The classroom would comprise of 27 students: eight ELL students, eight Title 1 students, four special education students, and 13 students without support services. Formative assessments, progress monitoring data, and Positive Behavioral Interventions and Supports Data will be obtained and compared to the other Terrace first grade classrooms.
Action Plan
• General education and special education teachers will collaborate on a weekly basis with instructional specialists to ensure coherent teaching and learning for shared
8). Effective co-teaching is when educators share equal responsibility for educating all students in the classroom through co-planning, co-teaching, and co-assessing (Conderman & Hedin, 2012). Commitment and active involvement on the parts of all teachers need to be ensured so that all standards of learning are met. The essential factor in implementing inclusive education is collaboration between teachers and support service providers. Soto’s study found that general educators who have scheduled routine opportunities to collaborate and have the opportunity to consult with support service providers show evidence of increased student achievement (Soto, Müller, Hunt, & Goetz, …show more content…
Provide effective adaptions for students with disabilities such as peer tutoring or using a collaborative teaching approach.
2. Provide collaboration between administrators, general educators, special educators, parents, and related service providers in order to deliver quality services to all students.
3. Professional development in the philosophy of inclusion and collaborative teaching methods.
To determine if providing an inclusive education would improve learners’ achievement these major variables would be considered in a first grade general education classroom. The classroom would comprise of 27 students: eight ELL students, eight Title 1 students, four special education students, and 13 students without support services. Formative assessments, progress monitoring data, and Positive Behavioral Interventions and Supports Data will be obtained and compared to the other Terrace first grade classrooms.
Action Plan
• General education and special education teachers will collaborate on a weekly basis with instructional specialists to ensure coherent teaching and learning for shared