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Essay / Research Paper Abstract
A 4 page research paper that offers 3 short reflective essays. The first addresses the significance of statements made by teachers relative to inclusion of special education students in the general classroom. The second essay discusses how to respond to scenario in which a 10-year-old student questions why special education students "do not have to take the test." The last essay offers a case study in which the environment is changed to meet the needs of a struggling child. Bibliography lists 2 sources.
Page Count:
4 pages (~225 words per page)
File: D0_khrefspe.rtf
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Unformatted sample text from the term paper:
and whether or not educational goals are achieved (Berry 14). Literature on this topic indicates that effective teachers of inclusive classrooms focus on the students demonstrated skill level, rather than
where the teacher might think the student should be (Berry 14). In a study that focused on teachers beliefs, Berry conducted extensive observations and interviews with teachers of inclusive classrooms.
One teacher commented, "Ive got an extremely dyslexic second grade boy. I will be happy if he is able to write first and last sounds, you know, to write a
sentence by the end of the year" (Berry 14). This teacher went on to indicate that she believed academic achievement to be very individual and that each child should
learn at his/her own pace. Nevertheless, this researcher also determined that this teachers core beliefs also entailed "pushing the next level," that is encouraging students to strive toward greater achievement
so that they would move along a "continuum of progress" (Berry 14). The words in quotations marks in this sentence as phrases that the researcher noted typically occur in this
teachers speech when explaining her pedagogical approach. As these statements illustrate, this teachers statements indicate her overall positive approach to inclusion, which allows students to learn at their own
pace, but also challenges them--and the rest of the students in the class--to push toward further achievement. Reflection #2: Student asks why special education students do not have to
take a test. To childs mind, fairness consists of everybody being treated precisely the same. An adult perspective understands that accommodations for special education students incorporate principles of fairness
because they aid in eliminating curricular barriers to inclusion. In other words, they serve to level the playing field for these students, rather than providing an unfair advantage. Accommodations, such
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