Strategies for teaching learners with special needs pdf

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In J. Mcleskey, N. L Waldron, F. Spooner, & B. Algozzine (eds), Handbook of effective inclusive schools: Research and practice. New York: Routledge.

Mitchiner, M., McCart, A., Kozleski, E. B., Weeney, H., & Sailor, W. (2014). Emerging Trends and Future Directions in Effective, Inclusive Elementary Schools for Students with Extensive Support Needs.

Classroom management takes account of students and their environment and is intended to increase student achievement by the process of planning, assessment, and evaluation. Reports have indicated that student disruptions may consume much of the instructional time on daily basis. The purpose of this quantitative study was to focus on classroom management self-assessment of middle school teachers and number of discipline referrals written in one academic school year in western part of the U.S. The participants of this study included 237 teachers including 79 teachers at grade 6, 79 teachers at grade 7, and 79 teachers at grade 8 levels. As data collection tool, a questionnaire called Self-Assessment - Classroom Management (SACM) was used and discipline referrals written in one academic school year were collected. The findings the study indicated that teachers, who are inadequate in classroom management, tend to have more disciplinary problems in their classrooms, thus writing more discipline referrals than those who are effective in classroom management.

The purpose of the present study was to investigate practices that support the inclusion of students with severe disabilities in the learning and social activities of inclusive K-8 schools to inform inclusive school reform research and practice. Eighteen K-8 students with severe disabilities in six schools recognized for their implementation of inclusive practices were observed in a variety of school settings and activities. An appreciative inquiry lens was applied to these observations. The observation records were descriptively analyzed and organized around seven themes related to the practices used by the schools to support students with severe disabilities: (a) the teaching arrangement (who was providing instruction); (b) the type of engagement the student demonstrated during the activity; (c) the types of general classroom supports that were available during the observations; (d) the types of student supports that were provided to the student during the observation; (e) the type of work or activity the student was performing; (f) the interactions the student had with others; and (g) the choices provided the student. Findings provide information on the implementation of inclusive education for students with severe disabilities by reflecting contemporary best practices for inclusive education as well as identifying areas of need.

Tbis ürtícle examined the ejftcacy of a primary-level, standard-protocol bebavior intervention for ¡students witb externalizing behavioral disorders. Elementary scbools luere ran-domly assigned to treatment (bebavior intervention) or control (business as usual) conditions, and K—3 students were screened for externalizing bebavior risk status. Tbe final sample included 7 treatment scbools (n = 44 students) and 6 control schools (n = 26 students). Results of multilevel models sbowed tbat students witb externalizing behavior in tbe treatment schools bad signifi-cantly lower levels of problem bebavior than those in tbe control schools. A positive but statisti-cally nonsignificant treatment trend was observed for increased on-task bebavior. No effects were observed for academic skills. The positive effects of tbe bebavior intervention were smaller in scbools serving higher proportions of students witb low socioeconomic status and for students wbo bad bigber baseline levels of externalizi...

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