| Inclusive Education | |
| Standards for Diverse Learners, Educational Leadership , September 2001 | |
| The movement for standards-based education in the United States must deal with inclusive education, cultural diversity, a mobile population, bilingualism, and multi-age classrooms | |
| Five conditions are presented ( assessment, equity, flexibility, reform, and a sense of community collaboration ) that can make teaching to standards easier | |
| Trends in the Special Education Teaching Force: Do They Reflect Legislative Mandates and Legal Requirements | |
| Educational Horizons , Spring 2003 The educational reforms mandated by legal processes, including inclusive education, or a least restrictive environment, have forced education to alter professional teacher preparation practices | |
| This longitudinal study describes the evolution and how successful it has been between 1987 and 2000 | |
| Attitudes of Elementary School Principals Toward the Inclusion of Students With Disabilities | |
| Exceptional Children , Winter 2003 Cindy Praisner investigated elementary school principals’ acceptance and placement of students with special needs in inclusionary classrooms | |
| About 1 in 5 were clearly positive | |
| This was due to good experiences | |
| In order for principals to lead successfully, they need more positive experiences with individuals from all disability categories | |
| An Interview With | |
| Intervention in School and Clinic , March 2002 Friend is a leading expert in inclusive education for students with disabilities | |
| By answering questions about special education today, she addresses what it takes to make it work, the importance of collaboration, and how to help administrators support inclusion and socialization of all children | |
| Early Childhood | |
| Music in the Inclusive Environment | |
| Young Children , March 2003 Music is valuable in early childhood education because it speaks to the emotions | |
| It helps children with special needs relax and make the transition from special class to inclusion class | |
| It also organizes brain activity and enhances perception, speech, socialization, and creativity | |
| Building Relationships With Challenging Children | |
| Educational Leadership , September 2003 Early childhood is an opportune time to socialize more appropriate behaviors in students with emotional and behavioral disorders in inclusion classrooms | |
| Hall illustrate conflict resolution without punishment | |
| They recommend gentle intervention, bonding, support, and targeted instruction for at-risk students | |
| The Itinerant Teacher Hits the Road: A Map for Instruction in Young Children’s Social Skills | |
| Teaching Exceptional Children , September/October 2001 Integrating infants and toddlers with disabilities into inclusive, early childhood education programs is legally prescribed | |
| Often an itinerant teacher serves many schools, collaborating with teachers | |
| This article discusses what they need to do to encourage social skills training and family involvement | |
| Learning Disabilities | |
| Providing Support for Student Independence Through Scaffolded Instruction | |
| Teaching Exceptional Children , September/October 2001 Studies of adults who are successful and learning disabled show past supportive elementary education | |
| Scaffolded instruction, as described in this article, fosters independence, provides support, and leads to success | |
| Assessment of the needs of the learner and engagement, goals, feedback, and generalization are illustrated | |
| Reading Disability and the Brain | |
| Educational Leadership , March 2004 Assessment with functional magnetic resonance imaging demonstrates that the learning disability dyslexia involved faulty neural circuitry in the language areas of the brain | |
| It is permanent | |
| Interventions to improve reading must teach alphabetics in early childhood and elementary school and then focus on fluency to bring about durable changes in brain organization for reading | |
| Successful Strategies for Promoting Self-Advocacy Among Students With LD: The LEAD Group | |
| Intervention in School and Clinic , March 2002 A high school program called Learning and Education About Disabilities (LEAD) is an exemplary method for self-advocacy for students with learning disabilities | |
| Students do learning-style assessments and self-direct their individualized education plans (IEPs) | |
| This aids in transition to the adult world | |
| LEAD students also serve as elementary and middle school peer tutors | |
| Group Intervention: Improving Social Skills of Adolescents with Learning Disabilities | |
| Teaching Exceptional Children , November/December 2003 Students with learning disabilities often suffer low self-esteem | |
| Middle and high school programs which teach social skills can improve their conflict resolution and confidence in groups | |
| Assessments by parents reflect more family involvement after social skills training | |
| Teachers in inclusion classrooms should also help students with LD form friendships with other students | |
| Speech and Language Impairments | |
| Language Differences or Learning Difficulties | |
| Teaching Exceptional Children , March/April 2003 Students with limited English proficiency should not be labeled language impaired or learning disabled unless they are significantly disabled in their first language as well | |
| Family involvement and multi-disciplinary collaboration are vital | |
| Cultural diversity and alternative assessment procedures must be heeded | |
| Young African American Children With Disabilities and Augmentative and Alternative Communication Issues | |
| Early Childhood Education Journal , Spring 2002 Cultural sensitivity is increasingly important for speech/language clinicians because one-third of their clients are from linguistically diverse backgrounds, and speech problems may contribute to reading and other disabilities | |
| The use of augmentative and alternative communication (AAC) systems and other technology must include family involvement | |
| Developmental Disabilities | |
| The S | |
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