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Overview of Special Education Concept Map
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Overview of Special Education Concept Map
SPE 525
Elizabeth Goy
May 16, 2016
Mindy Prenger
Implications of Disabilities in the Classroom
References
Instructing Students With High-Incidence Disabilities in the General Education Classroom. (n.d.). Retrieved from http://www.ascd.org/publications/curriculum_handbook/413/chapters/Instructing_Students_With_High-Incidence_Disabilities_in_the_General_Education_Classroom.aspx
Vaughn, R. S. & Bos, S. C. (2015). Strategies for teaching students with learning and behavior problems (9th ed.). Upper Saddle River, N.J.: Pearson.
During the planning process inclusion, mainstreaming and coteaching are the best fit for students, teachers and students need a high level of sport and resources to make this plan work. "Policy makers, administrators, and university personnel need to spend more time in inclusion classrooms researching strategies and methods that achieve positive results and are feasible and sustainable for teachers to implement" ("Instructing Students With High-Incidence Disabilities in the General Education Classroom," n.d.). Teachers and student need as many resources as possible to ensure the students are receiving the best possible services and that the teachers have a realistic plan and support system.
Understanding of Service Delivery Models
Coteaching Environment
Overview of Special Education Concept Map
The coteaching environment is where teacher work together, side by side, in the classroom to provide instruction to this with disabilities. Often, a special education teacher coteaches with a general education teacher. The benefits of this strategy are far reaching for the students and teachers. The studentshave more support and a higher amount of quality resources. The teachers also have better resources and are then able to give each student more attention than if they taught the class alone. However, the teachers must have support and the resources to make the coteaching experience as beneficial as possible.
Delivery models include inclusion, mainstreaming and coteaching. Inclusion is when the student with disabilities is placed in a general education class ("Instructing Students With High-Incidence Disabilities in the General Education Classroom," n.d.). Mainstreaming is when the student spends part of their time in regular classes and part in special education classes. Coteaching refers to the method of instructional delivery from two qualified cooperating teachers.