Denis, Madeleine Marie_MED_2024

Title Denis, Madeleine Marie_MED_2024
Creator Denis, Madeleine Marie
Collection Name Master of Education
Description The following thesis investigates the increasing inclusion of students with disabilities in general education classrooms necessitates collaboration between general and special education teachers. This collaboration involves delivering tier one instruction by general education teachers and specialized interventions by special education teachers, utilizing methods such as "push in" or "pull out" models, to ensure students receive a free and appropriate public education (FAPE) and promote inclusion.
Abstract An increasing number of students with disabilities are being included in the general; education classroom (Daane et al., 2000). Inclusion requires the collaboration between general; and special education. According to Cook and Friend (1991), collaboration should be voluntary,; focused on a common goal, be equal in amount of responsibility, and needs active; communication and participation.; In the general education classroom, the general education teacher delivers the tier one; instruction in a specific subject area. The special education teacher works with children to; provide specialized interventions including adaptations and modifications to the general; education curriculum. Instruction and interventions can take place in either a "push in," in a; general education classroom, or "pull out," in the resource room, model (Dawson, 2014). These; methods are used to provide students with disabilities a free and appropriate public education; (FAPE) and promote inclusion. In order for these models to be successful there needs to be; collaboration from both the general and special education teacher. General education teachers; must be prepared to educate and accept students with a variety of diverse needs within their; general education settings. All educators need to be well versed on how to best differentiate and; modify for all students, as well as become comfortable with collaboratively working with special; education teachers (Dawson, 2014).; The Individuals with Disabilities Education Act (IDEA) requires that all educators are; required by law to follow students' Individualized Education Programs. (IEP) "Public Law 94-; 142 makes teachers responsible and accountable for ensuring that each handicapped child with a; disability receives the required special education and related services outlined in the IEP" (Hayes; & Higgins, 1978, p. 267).; "Congress enacted the Education for All Handicapped Children Act (Public Law 94-142),; also known as the EHA, in 1975 to support states and localities in protecting the rights of,; meeting the individual needs of, and improving the results for infants, toddlers, children,; and youth with disabilities and their families. This landmark law's name changed to the; Individuals with Disabilities Education Act, or IDEA, in a 1990 reauthorization" (U.S; Department of Education, 2024).; This specifically designed instruction must be provided regularly as listed in the IEP; (Weishaar, 2001). IDEA requires teachers to collaborate with special educators, parents,; administrators, and the multidisciplinary team to design instruction (Rotter, 2014). This includes; accommodations and modifications to ensure that all students have equitable access to; appropriate curricula, more engaging lessons, and supportive resources to help students be; successful (Parrish, 2019).; Instruction in a general classroom does not have a one size fits all approach. "Because; any classroom with more than one student presents a range of learning needs, teachers struggle to; provide all students access; what works for some students will not work for others" (Berliner &; Biddle, as quoted in Brimijoin, 2005, p. 252). Students are provided with scaffolds and support; by the general education teacher to allow for multiple means of understanding and; representation, for example, manipulatives, number charts, audiobooks, visual aids, and graphic; organizers. Differentiating instruction is altering the learning environment or process to be; developmentally appropriate for each student. Differentiated instruction allows for variation in; content without losing sight of the curriculum to which all children are entitled (Levy, 2008).; The students are still learning the content and expressing their understanding of the content. This allows all students to feel confident in their work and makes their education equitable.; As both general and special education teachers are responsible for implementing the IEP,; they need to collaborate closely to ensure all accommodations and modifications are met; (Dawson, 2014). However, recently in my school I have observed that there have been several; cases where students with disabilities are not receiving all accommodations and modifications; discussed by the IEP team. The team needs to collaborate better. Collaboration is necessary for; successful implementations of IEPs.
Subject Special education; Teaching; Classroom management
Digital Publisher Stewart Library, Weber State University, Ogden, Utah, United States of America
Date 2024
Medium Thesis
Type Text
Access Extent 3.8 MB; 39 page pdf
Rights The author has granted Weber State University Archives a limited, non-exclusive, royalty-free license to reproduce his or her theses, in whole or in part, in electronic or paper form and to make it available to the general public at no charge. The author retains all other rights.
Source University Archives Electronic Records: Master of Education. Stewart Library, Weber State University
OCR Text Show
Format application/pdf
ARK ark:/87278/s6hcx3gp
Setname wsu_smt
ID 129138
Reference URL https://digital.weber.edu/ark:/87278/s6hcx3gp