Abstract
Among other educational alternatives that are drawing thorough consideration, there is an option of meeting the reach to the requirements of students with disabilities in the average schoolroom. This proposal is written to the school principal or superintendent who is contacting the people who work in the daily classroom surroundings with students who have disabilities.
The Individuals with Disabilities Education Act (IDEA) demands that a continuity of installation options have to be accessible in order to reach to the requirements of students with disabilities.
The law also requires that “to the maximum extent appropriate, children with disabilities are educated with children who are not disabled, and that special classes, separate schooling, or another removal of children with disabilities from the regular environment occurs when the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be attained satisfactorily only” (Lee, Yeung, Tracey, & Barker, 2015, p. 82).
The authorities of the educational institutes, school principals and other superiors of an academic organization devote the inestimable amount of time establishing the groundwork of comprehensive programs and effective practices for students with disabilities. Cautious attention develops into arranging co-taught seminars, organizing equitable classroom schedules, educating co-teaching colleagues, advancing collaborative relations, and administering applicable and reasnable assistance for students with disabilities (Kagan, 1994).
While the inclusion of students with disabilities in everyday school rooms has received expanding support, the position of the educators differs. While preceding examinations examining teacher attitudes towards support inclusion and effective practices for students with disabilities have aimed its attention to basic and subsidiary, there is a deficiency of information about early educational institutions for children.
Therefore, my proposal suggests educating teachers of the preschool and providing the children with disabilities with the opportunities of support for inclusion from the educators with guidance in appropriate education and without any regard to their professional roles.
There are several techniques that will help to implement support inclusion and effective practices for students with disabilities, including “collaborating with special education teachers, related service providers, and paraprofessionals on a regular basis; committing to planning at least once a week with your co-teaching partner and determine your respective teaching responsibilities; using a variety of co-teaching methods such as interactive, alternative, and parallel teaching” (Scanlon & Holmes, 2013, p. 376).
Annotated Bibliography
Maninger, R. (2006). Student test scores improved in an English literature course through the use of supportive devices. TechTrends: Linking Research & Practice to Improve Learning, 50(5), 37-45.
Thesis and Scope
Educators appear to be expanding tension for raising the accomplishments of their students during the obligatory exams; moreover, at the same time the teachers are required to advance the application of technology in their English literature classes. The purpose of this article is to evaluate the influence of the technologies on the efficiency of the teachers using the modern technology within their educational program in the ninth grade English Literature class (Maninger, 2006).
Methodology and Main Points
The study suggests that the students of the ninth grade, after hearing necessary instructions on using the computer technologies, would retrieve higher results on the reading evaluation that their correlates without any special computer equipment.
Conclusion
The study uncovers the relations between the application of technologies and the successful rate of the exams among the students on the state-mandated reading exams in the ninth grade English Literature class. These relations between the application of the electronics and the level of education of the students appear to be present in many schools as the assimilation of the electronics grows.
Evaluation
This study received a support of numerous researchers as a confirmation of the theory that has been designated at the beginning of the study.
Uditsky, B., & Hughson, E. (2012). Inclusive postsecondary education-an evidence-based moral imperative. Journal of Policy & Practice in Intellectual Disabilities, 9(4), 298-302.
Thesis and Scope
Despite the fact that today the instances of postsecondary educational conveniences being made accessible to scholars are broadening for students with intellectual disabilities, “the majority of these opportunities are either segregated or partially segregated with few accommodating students with significant disabilities or challenging behaviors” (Uditsky & Hughson, 2012, p. 298).
The purpose of this article is positioning that the ambition towards support inclusion and effective practices for students with disabilities have to be the groundwork for inclusive postsecondary education.
Methodology and Main Points
The methodology for the article is founded on beneficial results developed for inexperienced students where the favorable circumstances for inclusion in the framework of institutes, schools, and educational institutions propose a compelling background for enclosing students in the normalizing paths that are able to guide to beneficial enduring results.
Moreover, “the authors hold to the principles of inclusion as the foundation for postsecondary education given the known failure of segregated education to result in positive social and economic outcomes” (Uditsky & Hughson, 2012, p. 298). They analyze the methods of accomplishing an improved future for the students with disabilities.
Conclusion
The authors have found that inclusive postsecondary education appears to be a decisive and efficient method of sending off the scholars with disabilities into adult lives; however, inclusive postsecondary education is not sufficient enough to endure an inclusive pathway with the course of time.
Other References
Kagan, S. (1994). Cooperative learning. San Clemente, California: Kagan.
Lee, F., Yeung, A., Tracey, D., & Barker, K. (2015). Inclusion of children with special needs in early childhood education. What teacher characteristics matter? Early Childhood Special Education, 35(2), 79-88.
Scanlon, G. & Holmes, Y. (2013) Changing attitudes: supporting teachers in effectively including students with emotional and behavioral difficulties in mainstream education. Emotional & Behavioral Difficulties, 18(4), 374-395.