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Special Education and Teaching Commons™
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- Keyword
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- Attention-deficit-disordered children--Education; Reading comprehension--Study and teaching; (1)
- Autistic children--Education; (1)
- Children with disabilities--Education (Elementary); Mainstreaming in education; (1)
- Children with disabilities--Education (Preschool); Mainstreaming in education; Inclusive education; (1)
- Learning disabled children--Education (Elementary); Composition (Language arts)--Study and teaching (Elementary); (1)
Articles 1 - 5 of 5
Full-Text Articles in Special Education and Teaching
Nurturing Reading Comprehension Of Attention Deficit Students By Improving Their Inferential Skills, Paula Decker
Nurturing Reading Comprehension Of Attention Deficit Students By Improving Their Inferential Skills, Paula Decker
Graduate Research Papers
Inference-making is a necessary component of reading comprehension. Many attention deficit students have shown some degree of reading comprehension deficiencies. Due to the nature of their disability – staying focused, sticking to a task, and noticing details – inference-making may be difficult for them.
This article suggests that by modifying and enhancing existing teaching methods and strategies, the instructional needs of ADD/ADHD students would be met. It offers some lesson and teaching modifications that have shown to be helpful in this author's experience.
When teachers are aware of the characteristics and limitations of students with an attention deficiency, they can …
Inclusion And Inclusive Classrooms At The Preschool Level, Michele Keefer
Inclusion And Inclusive Classrooms At The Preschool Level, Michele Keefer
Graduate Research Papers
The purpose of this review of literature is to examine previous research concerning inclusive classrooms at the preschool level and to determine the most appropriate guidelines for inclusion. Benefits and problems of inclusion were discussed. Guidelines for developing and implementing inclusive programs were suggested. Also, a summary, conclusions, and recommendations are included in the last chapter.
Fostering Acceptance Of Disabled Persons By Appreciating Individual Differences, Allison R. Clausen
Fostering Acceptance Of Disabled Persons By Appreciating Individual Differences, Allison R. Clausen
Graduate Research Papers
Although the federal law, Education for All Handicapped Children Act of 1975 (Public Law 94-142), requires school districts to provide a free, appropriate, and public education to all children with disabilities between the ages of three and 21, studies have indicated a need for programs to develop more positive and accepting attitudes toward the handicapped. This can be accomplished by providing nondisabled children structured experiences with disabled children at an early age when their perceptions of individual differences are being formed.
This article discusses the educational experiences of Joey, a fifth grade student diagnosed with Duchenne muscular dystrophy. Joey is …
Inclusion Of An Autistic Child Into A Self-Contained Third Grade Classroom, Arlene M. Belt
Inclusion Of An Autistic Child Into A Self-Contained Third Grade Classroom, Arlene M. Belt
Graduate Research Papers
This article describes the disorder of autism in the spectrum of pervasive developmental disorders, the challenges that the autistic child faces, and the inclusion of an autistic child, a nine-year old boy, into a self-contained third grade classroom. Through details of his life, the reader is given an intimate look at the personal and educational issues he faces as he struggles to cope with his disability. In addition to focusing on how the disorder affects an individual, the paper stresses the importance of parents and professionals working together to develop and implement teaching strategies that will assist such a child …
Integrating Writing Across The Curriculum Enables Special Needs Students To Become Writers, Gretchen Peterson-Kobriger
Integrating Writing Across The Curriculum Enables Special Needs Students To Become Writers, Gretchen Peterson-Kobriger
Graduate Research Papers
Elementary students with language and learning disabilities became independent writers and readers after the classroom instruction changed from a teacher directed, segmented, skill deficit approach which is typically found in special education classrooms to a classroom which embraced whole language philosophies and provided students with the necessary conditions for learning written language. This paper describes the specific changes in teaching philosophy, instructional practices, methods, and strategies which were implemented in my classroom. It demonstrates how individual student challenges were met which enabled the students to increase their self-esteem and awareness of themselves as writers.