parameters of the new nation. Hence, the government along with the educational institutions can plan for the new programs.
The special educational services should consist of experts that have a wide knowledge on reading assessment and instructions. The experts can further collaborate with other professionals to develop interesting and effective reading intervention programs. Principals of all the schools need to lead the team of all these members from the front and facilitate all sorts of collaborative activities (Stallings & Kowalski, 1990).
Together, with the professional developers and teacher educators the school authorities need to judge the strengths and weaknesses of the disabled students. The education authorities can plan their strategies …show more content…
(1995). No quick fix: Rethinking literacy programs in America’s elementary schools. New York: Teachers College Press; Newark, DE: International Reading Association.
Artiles, A.J., & Trent, S.C. (1994). Overrepresentation of minority students in special education: A continuing debate. Journal of Special Education, 27(4), 410–437.
Aubrey, C., Godfrey, R., & Harris, A. (2013). How do they manage? An investigation of early childhood leadership. Educational Management Administration & Leadership, 41(1), 5-29.
Clegg, S. (2011). Academic identities re-formed? Contesting technological determinism in accounts of the digital age. Contemporary Social Science, 6(2), 175-189.
Deci, E.L., Koestner, R. & Ryan, R.M. (2001). Extrinsic Rewards and Intrinsic Motivation in Education: Reconsidered Once Again. Review of Educational Research, 71(1), 1-27.
Donahue, P.L., Voekl, K.E., Campbell, J.R., & Mazzeo, J. (1999). The NAEP 1998 reading report card for the nation and the states. Washington, DC: National Center for Education Statistics.
Donovan, M.S., & Cross, C.T. (Eds.). (2002). Minority students in special and gifted education. Washington, DC: National Academy …show more content…
(2000). Bilingual children’s reading. Mahwah, NJ: Erlbaum.
Grant, R.A. (2003). Barriers to literacy for language-minority learners: An argument for change in the literacy education profession. Journal of Adolescent & Adult Literacy, 46, 386-394.
Grant, C. A., & Agosto, V. (2008). Teacher capacity and social justice in teacher education. New York, NY: Routledge.
Kincheloe, J. (1991). Teachers as researchers: Qualitative inquiry as a path to empowerment. New York: Falmer.
Kleinhammer-Tramill, P. J., & Fiore, T. A. (2003). A history of federal support for preparing special educators and related services personnel to serve children and youth with disabilities. Teacher Education and Special Education, 26(3), 217-229.
Moss, P. (2006). Early childhood institutions as loci of ethical and political practice. International Journal of Educational Policy, Research and Practice: Reconceptualizing Childhood Studies, 7, 127-136.
Roth, R. A. (1996). Standards for certification, licensure, and accreditation. New York, NY: Macmillan.
Sindelar, P. T., Brownell, M. T., & Billingsley, B. (2010). Special education teacher education research: Current status and future directions. Teacher Education and Special Education, 33(1),
The special educational services should consist of experts that have a wide knowledge on reading assessment and instructions. The experts can further collaborate with other professionals to develop interesting and effective reading intervention programs. Principals of all the schools need to lead the team of all these members from the front and facilitate all sorts of collaborative activities (Stallings & Kowalski, 1990).
Together, with the professional developers and teacher educators the school authorities need to judge the strengths and weaknesses of the disabled students. The education authorities can plan their strategies …show more content…
(1995). No quick fix: Rethinking literacy programs in America’s elementary schools. New York: Teachers College Press; Newark, DE: International Reading Association.
Artiles, A.J., & Trent, S.C. (1994). Overrepresentation of minority students in special education: A continuing debate. Journal of Special Education, 27(4), 410–437.
Aubrey, C., Godfrey, R., & Harris, A. (2013). How do they manage? An investigation of early childhood leadership. Educational Management Administration & Leadership, 41(1), 5-29.
Clegg, S. (2011). Academic identities re-formed? Contesting technological determinism in accounts of the digital age. Contemporary Social Science, 6(2), 175-189.
Deci, E.L., Koestner, R. & Ryan, R.M. (2001). Extrinsic Rewards and Intrinsic Motivation in Education: Reconsidered Once Again. Review of Educational Research, 71(1), 1-27.
Donahue, P.L., Voekl, K.E., Campbell, J.R., & Mazzeo, J. (1999). The NAEP 1998 reading report card for the nation and the states. Washington, DC: National Center for Education Statistics.
Donovan, M.S., & Cross, C.T. (Eds.). (2002). Minority students in special and gifted education. Washington, DC: National Academy …show more content…
(2000). Bilingual children’s reading. Mahwah, NJ: Erlbaum.
Grant, R.A. (2003). Barriers to literacy for language-minority learners: An argument for change in the literacy education profession. Journal of Adolescent & Adult Literacy, 46, 386-394.
Grant, C. A., & Agosto, V. (2008). Teacher capacity and social justice in teacher education. New York, NY: Routledge.
Kincheloe, J. (1991). Teachers as researchers: Qualitative inquiry as a path to empowerment. New York: Falmer.
Kleinhammer-Tramill, P. J., & Fiore, T. A. (2003). A history of federal support for preparing special educators and related services personnel to serve children and youth with disabilities. Teacher Education and Special Education, 26(3), 217-229.
Moss, P. (2006). Early childhood institutions as loci of ethical and political practice. International Journal of Educational Policy, Research and Practice: Reconceptualizing Childhood Studies, 7, 127-136.
Roth, R. A. (1996). Standards for certification, licensure, and accreditation. New York, NY: Macmillan.
Sindelar, P. T., Brownell, M. T., & Billingsley, B. (2010). Special education teacher education research: Current status and future directions. Teacher Education and Special Education, 33(1),