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Essay / Research Paper Abstract
A 7 page paper. Following an introduction that includes a description of the child who is the subject of this case, the writer provides a modification plan for including this student in the regular classroom. The child has been diagnosed with ADHD. The academic, physical and interpersonal environments are all addressed with specific modifications identified. Bibliography lists 6 sources.
Page Count:
7 pages (~225 words per page)
File: MM12_PGnclscse.rtf
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Unformatted sample text from the term paper:
needs and disabilities (Stump, 2000; Janney and Snell, 1997). Stump (2000) reported: "Inclusion programs are most often associated with students who have severe disabilities" (p. 1). Inclusion plans for children
with mild or moderate disabilities present a special challenge for teachers because their needs differ significantly than the needs of children with severe disabilities (Stump, 2000). Mild to moderate
disabilities include emotional disturbance, learning disabilities and cognitive impairment (Stump, 2000). Goals for these children generally focus on academic subjects, like reading, writing, math and/or critical thinking skills (Stump, 2000).
In other words, they are the same goals as those for children who do not have disabilities (Stump, 2000). There is a common goal but the way to achieve
it differs (Stump, 2000). These children may also have social and/or behavioral problems that must be addressed if they are to succeed in the academic areas (Stump, 2000).
Before a regular education classroom teacher develops a plan for inclusion, it is important for the regular educator and the special education teacher to discuss the plan (Strosnider, 1997). The
goals and objectives of the IEP must be incorporated into any inclusion plan (Strosnider, 1997). The regular education teacher also needs to be informed of all the problems the child
has, such as health problems (Strosnider, 1997). The regular educator needs to be aware of any special circumstances that would have a definite impact on the childs behavior or learning
(Strosnider, 1997). The following inclusion plan is for a 10-year-old girl, Marian, diagnosed with ADHD. She has impulse control issues. Her ability to focus on a task is variable
depending on the task and her ability level with that subject area. Art and science are two projects she is able to stick with until completion. She can read for
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