The Importance Of Intellective Education

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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 …show more content…
Starting with the 1975 Individuals with Disabilities Education Act, there has been a large shift in federal law towards inclusive education that not only impacts students with a disability but students without a disability (Fletcher, 2010). Burrello, Kleinhammer-Tramill, and Sailor (2013) argue inclusive education is the foundation that should be governing school reform. To develop a class that is inclusive of a range of abilities, teachers need to incorporate scaffolding approaches and differentiation routines (Ford, Stuart, & Vakil, 2014). Scaffolding should include techniques such as graphic organizers, paraphrasing, semantic maps, chunking, questioning and visualizing strategies, demonstrating and modeling, giving multiple opportunities to practice, and models of completed assignments These scaffolding and differentiation techniques feed into the most effective characteristics of instruction from the Iowa Department of Education (n.d.) where teaching for understanding, assessment for learning, rigor and relevance, and teaching for learner differences are valued. Guaranteeing access to the Iowa Core curriculum for all students is achieved when inclusion is welcomed, incorporated, and …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

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