Accomodating in the general education classroom why is radiometric dating important
If students need specialized services, the services come to the student in the general education classroom.On the other hand, parents and professionals who express concerns about full inclusion do so because they feel that a full continuum of placement options need to be available for students because the general education classroom cannot always meet the needs of every student.Just as one restaurant does not suit the nutritional needs of all adults, one placement option will not suffice for the educational needs of all students.
The purpose of this chapter is to provide further information about inclusion for high-incidence disabilities, to describe inclusion models, and to provide suggestions for effective practices for increasing learning for all students when students with high-incidence disabilities are included in the general education classroom.Some fear that the performance of general education students will decline because students with disabilities might consume too much teacher time.Parents of high-achieving students worry that their child will be relied upon too much as peer tutors of lower achieving students.Tiffany Royal, a fifth grade teacher, and Joyce Duryea, a special education teacher, co-teach for part of the school day. Their school has established a new program whereby many students with high-incidence disabilities (e.g., learning disabilities, mild mental retardation, mild behavior disorders) are placed full-time into general education classrooms with support from special education teachers. Tiffany Royal describes it this way, “I really wasn't sure what I was volunteering for when the principal asked me to participate.I guess I had confidence that it would all somehow work out, and I knew I was working with a veteran special education teacher.
The responsibility lies with each school and the key stakeholders involved in the student's placement to evaluate the strengths and weaknesses of each student and make an appropriate decision as a multi-disciplinary team. When a special education student is mainstreamed, his or her placement is part-time in general education and part-time in special education (Bos & Vaughn 1994). Larry is labeled physically impaired and is in a self-contained special education classroom with eleven other students with physical impairments.