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Essay / Research Paper Abstract
6 pages in length. Reaching the special education student requires considerably more effort in order for that individual to excel at what other students have less difficulty achieving. The extent to which every aspect of the learning experience should be orchestrated specifically toward that student's capacity for instruction is both grand and far-reaching; that the approach to homework reflects an equally critical component as in-class lessons speaks to the need for extra curricular involvement when striving to reach the special education student. This study seeks to identify the benefits of and procedures for incorporating adaptive elements for homework specific to certain disabilities. Bibliography lists 5 sources.
Page Count:
6 pages (~225 words per page)
File: LM1_TLCHmwrkSpEd.rtf
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Unformatted sample text from the term paper:
learning experience should be orchestrated specifically toward that students capacity for instruction is both grand and far-reaching; that the approach to homework reflects an equally critical component as in-class lessons
speaks to the need for extra curricular involvement when striving to reach the special education student. This study seeks to identify the benefits of and procedures for incorporating adaptive
elements for homework specific to certain disabilities. II. PROBLEM STATEMENT A Washington, DC vocational high school is challenged by having one hundred
seventy-five of its two hundred eighty-five students with special educational needs and a teaching staff comprised of just seven special education instructors and one special education aide. The newly
transformed school is saddled with many problems including poor attendance, high dropout rates and many children with various disabilities. At task is the perceived importance of specialized homework assignments
to help facilitate the overall process of learning for many of the students who have been incorporated into mainstream classrooms due to the understaffing issue. Based upon their ability
to perceive and execute the assignment, special needs students in regular education classrooms typically require separate homework assignments from the rest of the students. However, it is not clear
as to how much of the learning disabled student population actual requires such separation from the overall curriculum. Homework is an integral part
of the overall learning process. Teachers are able to assess the students grasp of knowledge on a particular subject by studying the results of assigned homework. Additionally, the
student gains a much better perception of the required lesson plan if given the opportunity to further his or her studies beyond the limited scope of the classroom. However,
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