| Papers [1-15] of 100 :: [Page 1 of 7] | | Go to page : 1 2 3 4 5 6 7 —> | Search results on "COLLABORATION SPECIAL EDUCATION GENERAL TEACHERS": |
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Collaboration between Special Education and General Education Teachers, 2001.
This paper studies inclusion programs and the way general education teachers and special education teachers collaborate when performing them.
1,690 words (approx. 6.8 pages), 11 sources, MLA, $ 54.95
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Abstract
This paper examines the benefits and disadvantages of inclusion programs from the point of view of the student as well as the teacher.
Inclusion means keeping special education students in regular classrooms and bringing the special support services to them. It discusses the affect it has on the children's education and on their parents. It details the types of schools where inclusion is more successful and where it is less successful. It discusses psychological and educational research done on this issue and presents its conclusions. It discusses several relevant education models such as: The itinerant model, used for certain categories of special education and the consultation model, when the teacher remains in one or two buildings with larger numbers of students to serve.
From the Paper
"In schools where collaboration was successfully implemented, the special needs children developed improved social skills, greater motivation to learn, and increased self-esteem. Positive peer relationships developed. In these situations, ?Collaboration brought complementary professional skills to planning, preparation, and delivery of classroom instruction? [Ripley, 1997]. ?The concepts of individualized instruction, multiple learning styles, team teaching, weekly evaluation, and detailed planning are all of direct benefit to students ?[Ripley, 1997] Middle Schools easily lend themselves to the principles of collaboration. Collaboration is an important process of general education of Middle School Students where interdisciplinary teams often share in planning [Hines, 2001]. Middle school structures can be used as a model for special education inclusion."
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Special Education High Schools, 2002.
Does high school prepare special education students for life after graduation?
9,058 words (approx. 36.2 pages), 17 sources, APA, $ 188.95
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Abstract
This paper shows that current methods of preparing teachers for the classroom do not adequately address the needs of students with learning disabilities and those with special needs. Children with learning disabilities present unique challenges to educators at all levels. The trend in the United States in the recent past has been to integrate children with learning disabilities into the "mainstream" of the educational system; teaching them, in other words, along with non-disabled children in a standard learning environment to the maximum extent possible. Thus, this approach to educating children with learning disabilities has been termed "mainstreaming," and it involves the use of both special and general education techniques to provide the maximum learning opportunities for learning disabled children. The research question addressed in this project is, "Does high school prepare special education students for life after graduation?" A careful review of possible research methodologies shows that the most appropriate methodology for this research is a causal-comparative analysis of existing studies by educators and other researchers into the efficacy of a high school education for special needs students in preparing them for life in the real world after graduation. This paper provides a review of the relevant literature, an analysis of secondary sources, followed by findings and a summary of the research in the conclusion.
Outline
Introduction
Literature Review
Legislative and Litigation History of Special Education
What Is Mainstreaming?
Benefits of Mainstreaming
Collaborative Education Techniques for Children With Learning Disabilities
Benefits of Inclusive Educational Settings
Challenges and Drawbacks Associated with Mainstreaming
Methodology
Findings
Discussion
Summary and Conclusion
From the Paper
"Approximately 5 percent of all public school students are identified as having a learning disability. This broad category includes disabilities in reading, language, and mathematics. One in every 10 students in public schools today receives special education under the Individuals with Disabilities Education Act (IDEA). According to Horn and Tynan's assessment, "Revamping special education," prior to the 1950s, the federal government was not routinely involved in the education of children with special needs. "A few federal laws had been passed to provide direct educational benefits to persons with disabilities, mostly in the form of grants to states for residential asylums for the 'deaf and dumb, and to promote education of the blind.' These laws, however, were in the tradition of providing residential arrangements for persons with serious disabilities, services that had existed since colonial times" (Horn & Tynan, 2001, p. 36). These researchers point out that absent federal law, how -- and even whether -- children with disabilities were to be educated within the public schools was left to the discretion of the states and their local school districts. "Although some public schools undoubtedly provided exceptional services to children with disabilities, others did not. Indeed, as recently as 1973, perhaps as many as one million students were denied enrollment in public schools solely on the basis of their disability" (Horn & Tynan, 2001, p. 36). This state of affairs changed dramatically in 1975 with the passage of the Education of All Handicapped Children Act (PL 94-142). Renamed the Individuals with Disabilities Education Act (IDEA) in 1990, this landmark legislation mandated that children with disabilities receive a free and appropriate public education in the least restrictive environment."
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High School and Special Education Students, 2002.
Questions whether high school prepares special education students for life after graduation.
9,051 words (approx. 36.2 pages), 17 sources, APA, $ 188.95
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Abstract
This APA-style research paper introduces the topic and provides a review of the relevant information in support of the conclusion that some educational approaches are more effective than others in preparing special education students for life after graduation. A summary of the research is provided in the conclusion
Table of Contents
I. Introduction
II. Literature Review
Learning Disabilities and Special Needs Students
Legislative and Litigation History of Special Education
What Is Mainstreaming?
Benefits of Mainstreaming
Collaborative Education Techniques for Children With Learning Disabilities
Benefits of Inclusive Educational Settings
Improved Generalization of Skills
Facilitated Social Skill Development
Challenges and Drawbacks Associated with Mainstreaming
III. Methodology
IV. Findings
V. Discussion
VI. Summary and Conclusion
References
From the Paper
"Approximately 5 percent of all public school students are identified as having a learning disability. This broad category includes disabilities in reading, language, and mathematics. One in every 10 students in public schools today receives special education under the Individuals with Disabilities Education Act (IDEA). The costs associated with providing special education are enormous and are estimated at $32 billion per year. Special education students as a group have higher-than-average dropout rates and lower-than-average work force participation and college attendance. The research shows that current methods of preparing teachers for the classroom do not adequately address the needs of students with learning disabilities and those with special needs. Children with learning disabilities present unique challenges to educators at all levels. The trend in the United States in the recent past has been to integrate children with learning disabilities into the "mainstream" of the educational system; teaching them, in other words, along with nondisabled children in a standard learning environment to the maximum extent possible. Thus, this approach to educating children with learning disabilities has been termed "mainstreaming" and it involves the use of both special and general education techniques to provide the maximum learning opportunities for learning disabled children."
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Collaboration in Education, 2005.
Examines educational decision making and negotiation in the K-12 framework.
2,400 words (approx. 9.6 pages), 6 sources, APA, $ 73.95
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Abstract
This report looks at collaboration in education from the perspective of
negotiation and behavior between professionals in the K-12 educational institution. Conflict resolution and negotiation affects not only educational professionals, however, but also other parties that are involved such as students, parents and the external community. This report focuses on collaboration and negotiation between professionals, with the ultimate goal being the productive and effective development of the student. The report looks at conflict, as well as human behavior and diversity and then presents a recommended plan for collaboration within the educational institution, before presenting concluding remarks. Also, the report follows the assumption that the modern educational establishment is, by and large, a microcosm of the society and community which bolsters and surrounds it. In this generalized society, collaborative decision-making and negotiation are important, and in the administrative school setting, they are key.
Paper Outline:
Introduction
Collaboration and Negotiation
Conflict
Human Behavior and Diversity
Implementation of Solution
Bibliography
From the Paper
"Organizing a plan requires honing it down and making it workable, and only effective decision-makers who are schooled in the ability to lead
positively will be able to make the necessary negations, additions, and alterations that are brought about as the plan begins to enter a real-world frame during the organization process, with the help of other involved parties such as teachers and possibly parents and community representatives. "Administrators and teachers continually strive to improve instructional effectiveness. The full staff is involved in planning for implementation; specific recommendations and guidelines provide the detail needed for good implementation; plans fit the local school context and conditions" (Fitzpatrick, 2001). It is also important at this level to keep a balance of creative solutions and reasonable solutions."
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Collaboration between Parents and Educators, 2008.
Analyzes three articles about collaboration between educators and parents of disabled children ages 3-5 with learning delays.
1,050 words (approx. 4.2 pages), 3 sources, APA, $ 36.95
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Abstract
This paper explains that the author is proposing a qualitative study to investigate the collaboration between parents and educators in a program for disabled children with learning delays (ages 3-5.). The author points out that the method of research will be modeled after examples cited in these articles. The paper reviews each article by outlining the problem, hypothesis, literature review, methods, participants, timeline, reporting, findings, limitations, future research and connection to the author's proposed research.
Table of Contents:
Problem Statement for My Research
Article Reviews
Blue-Blanning et al. "Dimensions of Family and professional Partnerships Constructive Guidelines for Collaboration"
Problem/Purpose
Question/Hypothesis
Literature Review
Methods
Participants
Timeline Not specified.
Reporting
Findings
Limitations
Future Research
Connection
Diane D Cox "Evidence-based Interventions Using Home-School Collaboration"
Problem/ Hypothesis
Literature Review
Method
Participants
Timeline/Instruments
Findings
Limitations
Future Research
Connection
Summers, et al. "Relationship Between Parent Satisfaction Regarding Partnerships With Professionals and Age of Child"
Problem/Purpose Statement
Thesis
Literature Review
Methods
Participants
Target Population
Results
Findings
Limitations/Future Research
Connection
From the Paper
"Limitations/Future Research: As noted by the authors there is a shift away from family centered care as children grow older. It could not be determined if diminished satisfaction is due to the shifting model, growing parental knowledge or growing frustration as the child ages. Future research could investigate this issue.
"Connection: While my survey will not identify changes over time, a number of questions from this survey could be useful for identifying current satisfaction levels."
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Teachers Attitudes and Special Education, 2005.
A literature review for the purpose of examining teacher attitudes regarding special education.
5,414 words (approx. 21.7 pages), 21 sources, MLA, $ 133.95
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Abstract
This paper explores past studies and analyzes the results of those studies to determine how teachers feel about inclusion for the purpose of special education. The writer concludes that study of literature overwhelmingly supports indicates that teachers believe in the concept of inclusion. The studies all indicate that teachers like what inclusion classrooms do for their students and they would not give up the classroom. It points out that studies also indicate however, that teachers do not believe they are receiving enough training in how to teach an inclusion classroom and that this lack of support and training prevents them from being the most effective inclusion teachers that they can be. The writer further concludes that additional study is needed to determine exactly what areas of support and training the teachers believe are missing and how they feel this can be best remedied.
From the Paper
"More than four decades ago in the Brown vs. Board of Education decision of the Supreme Court the face of special education changed forever. With the sound of the gavel and one voting panel special education students were ordered out of the secret classrooms down the hall and into the classrooms and cafeterias with their regular education counterparts. Later, legislation was passed that mandated equality even more specifically. IDEA (Individuals with Disabilities Education Act) provide mandates that special education students receive their education in the least restrictive environment possible. For millions of special education students across the nation this meant allowing them into the regular classroom, either for part of the day or the entire school day. The concept of inclusion was met with excitement by some and trepidation by others. More than four decades later inclusion is a way of life for special education and regular education departments. The success or failure of inclusion programs is significantly dependant on the teachers who implement it. Regular education teachers work with special education teachers to incorporate the special education students into the regular education classrooms as often as possible. If a student believes that a teacher is supportive of his or her needs and education efforts the student will feel more comfortable and put forth effort. Because the success or failure of inclusion is largely dependent on those who are charged with its delivery, it becomes important to measure teacher attitudes about inclusion."
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Special Education Teachers, 2005.
This paper discusses the retention of special education teachers in large, urban school districts.
2,250 words (approx. 9.0 pages), 10 sources, $ 89.95
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Abstract
This paper explains that special education has traditionally has a high level of attrition. The author points out that there is a sharp disparity in the resources, which go into training a special education educator and the rate at which they leave their teaching positions. This paper examines many of the main themes that are found in the study of attrition and special education; however, no solutions to these issues are given.
From the Paper
"Special education has traditionally has a high level of attrition (Sorrells et al, 2003). There is a sharp disparity in the resources which go into training a special education educator and the rate at which they leave their teaching positions. To be effective in special education, the educator engages in additional training, including state and federal accreditation, and tends to do so at a higher level of investment of personal time and resources. However, the high levels of engagement that it takes to acquire and maintain a profession as a special education teacher does not explain why those within special education tend to leave their positions within the first ten years of teaching. Some school districts tend to see special education teachers leave their positions after only two to three years of teaching."
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The ?No Child Left Behind? Act, 2005.
Presents a qualitative study of the effects of the "No Child Left Behind" Act on special education and general educational outcomes.
2,400 words (approx. 9.6 pages), 10 sources, APA, $ 73.95
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Abstract
The primary aim of this research proposal is to to determine how the NCLB program impacts special education students, general collaboration and educational outcomes. NCLB was introduced by the Bush Administration in 2001 with the intent of improving the performance of sub groups and special populations in educational institutions across the nation. The focus of this paper revolves around how NCLB impacts special education students and classroom structure, in addition to examining the deficits in NCLB programming with regard to special education students. At this time there is a large body of research that focuses on the impacts of NCLB both positive and negative. Though some mention of special education students is made in many of these studies, this paper narrows the gap that exists with regard to comprehensive information regarding NCLB. Relatively few studies have focused on the impact NCLB legislation has had on specific teaching practices and attitudes among general educators vs. the attitudes and teaching practices of special education educators.
From the Paper
"Young (2003) also points out that legislators have been struggling with this act since its inception in 2001, and that many schools are reflecting a state of chaos rather than a state of success when it comes to realizing the stringent requirements of the act. Further, he suggests that the implications of the act are becoming more clear as time progresses, suggesting that while legislators are supportive of the law in general, the act is actually placing more and more legislators in a state of controversy and chaos rather than facilitating progress among the nation's school districts (Young, 2003). For schools to actually improve student performance so that all children, including special education children, meet the requirements, continuous improvement efforts are still necessary (Young, 2003)."
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Special Needs for Special Children, 2006.
A look at some of the problems and obstacles educators must deal with when educating special needs children.
1,356 words (approx. 5.4 pages), 6 sources, MLA, $ 45.95
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Abstract
This paper discusses some of the measures that must be implemented in order to include special needs children in general education classrooms, as well as some of the dilemmas educators face in trying to close the educational gap between special needs children and children without special needs.
From the Paper
"The President and the First Lady were adamant about their program "No Child Left Behind." While the majority of Americans seem to believe that this means minority or inner city children who simply are not interested or frustrated in learning, we need to use the emphasis of NO CHILD to include the thousands of children with special needs. We need to examine how best to help these children, regardless of their needs, and whether the education we provide will help integrate them into society after school. Frankly, the idea of "Seaparate but Equal" did not work for African Americans, years ago. It should not necessarily be the educational law of the land."
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What's So Special about Special Education?, 2002.
An analysis of the topic of inclusion which requires educational frameworks in the United States to include children with disabilities into their systems
1,272 words (approx. 5.1 pages), 4 sources, APA, $ 43.95
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Abstract
This paper introduces, discusses and analyzes the topic of full inclusion, which calls for integration of students with disabilities to the regular classroom/education system in the United States. Specifically, it provides arguments in favor of using full inclusion in the classroom and answers the question 'What's so special about special education?' It examines what children - both disabled and non-disabled - can learn from educational experiences with their peers and that an inclusion of these children in the classroom benefits everyone, from the teachers, to the students, to the parents.
From the Paper
"Aiding full inclusion in the classroom is the development of specialized assertive devices for disabled students. Many of these devices were developed specifically for use in the classroom environment. There are devices for reading Braille, typing while the student dictates into the machine, and speaking computers that translate text into spoken words. There are also software programs that "help people with learning disabilities read and write more efficiently and productively" (Steele-Carlin). The devices help disabled students assimilate into the classroom, and keep up with their classmates in written and oral assignments. Parents may provide some devices, while others may be provided by the school district. As more of these devices become available, it should be markedly easier for disabled students to learn and participate in the classroom."
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Mainstreaming and Inclusion, 2004.
This paper discusses the special education strategy of mainstreaming and its goal, inclusion.
910 words (approx. 3.6 pages), 3 sources, APA, $ 32.95
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Abstract
This paper explains that mainstreaming involves placing special education students in regular classrooms as much as possible and using resource rooms where the student receives special tutoring, review, and instruction. The author defines inclusion as the total integration of special education students and services into the general education classroom, where special education teachers collaborate with general education teachers to teach the entire class. The paper stresses that one of the critical issues in mainstreaming and inclusion is the training of the teachers involved.
Table of Contents
Introduction
Philosophy
Instructional Strategies
Behavior Management Strategies
Conclusion
From the Paper
"The issue of mainstreaming and inclusion need a lot of thought and preparation. Students however learn best when they are among their peers and when they feel safe and comfortable. Usually being included in a regular classroom provides such safety and comfort better than being segregated in a special classroom. The stigma attached to being a special education student takes away that safety and adds some embarrassment to the difficulties the student already faces. However, to include successfully special education students into the regular classroom I would want to make sure some factors are considered. According to Brucker (2000) three important factors are the attitudes of the teachers, parents and students, having an adequate support system and professional skills and knowledge. The atmosphere in the classroom must be a positive one for special education students to feel welcomed and accepted."
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Bilingual Education, 2002.
Shows the arguements for and against bilingual education in the American educational system.
1,333 words (approx. 5.3 pages), 5 sources, MLA, $ 44.95
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Abstract
Bilingual education programs set up to provide support to non-English-speaking children allow immigrant children to keep up with studies in other academic subjects while they work on their English skills. The paper shows that the controversy over the effectiveness of bilingual education programs continues to rage in the community as educators attempt to find ways to accommodate the needs of the increasing numbers of immigrant children. Thus far, there is no conclusive evidence that bilingual education programs or other strategies provide the best education for immigrant children. The paper discusses how past experiences have shown that immigrant children from different parts of the world perform differently in response to particular strategies. Socio-economic backgrounds of the immigrant children may also be a decisive factor in determining the outcome of the children?s success. The paper concludes that it is ultimately up to the parents and educators to collaborate in order to provide an education that caters to the individualized needs of their children.
From the Paper
"However, critics of bilingual education point out that bilingual education programs have been an utter failure in enabling immigrant children to succeed in schools. Even after thirty years of implementation, there is still no indication that bilingual education programs work in helping non-English-speaking students succeed. They argue that immigrant children are still dropping out of schools in droves and few immigrant children transition to full English instruction classes (Rothstein, 1998, p. 672). According to these critics, the premise of bilingual education classes is a divisive concept that slows down the assimilation process of these immigrant children. By keeping children straddled between two worlds, bilingual education advocates are sabotaging the immigrant children?s chances of learning a sufficient level of English to allow them to survive in the workplace (Rothstein, 1998, p. 672). Immigrant children who are immersed in their native language at school and at home will not feel the incentive to tackle the difficult challenge of learning another language (Rothstein, 1998, p. 679)."
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"Motivation in Religious Education", 2007.
A critique of Kevin O'Grady's, "Motivation in Religious Education: A Collaborative Investigation with Year Eight Students".
3,380 words (approx. 13.5 pages), 16 sources, APA, $ 96.95
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Abstract
This paper examines how O'Grady's work presents a model of dynamic curriculum development that uses action research to integrate the insights of interpretative, constructivist and 'existentialist' approaches to pedagogy in religious education. The paper also discusses how, although this is an approach that RE teachers will find attractive and exciting, it is one whose value is likely to remain theoretical rather than practical.
From the Paper
"Research may be defined as the attempt to derive new knowledge that can be generalised, by addressing well-defined questions using methods that are valid and reliable. To uphold the validity of the research process is to reduce the possibility of systematic deviation from the truth - otherwise known as bias. To uphold the reliability of the research process is to reduce the risk of random deviation from the truth. A key purpose of a research design is therefore to ensure validity and reliability by reducing or eliminating the twin dangers of systematic and random error (cf. De Vaus, 2002). In terms of this conservative definition of research, O'Grady's choices regarding the framing of his question, literature review, sampling, data collection, analysis and final presentation indicate the presence of both systematic and random error throughout. Nonetheless, O'Grady would defend his approach, with some success, by reference to action research as a paradigm which contests many of the assumptions of traditional research models. "
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No Child Left Behind and Highly Qualified Teachers, 2005.
An examination of the issues concerning the No Child Left Behind Act and highly qualified teachers pertaining to middle schools in Maryland.
4,400 words (approx. 17.6 pages), 21 sources, MLA, $ 115.95
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Abstract
This paper examines how, in recent years, it has generally been accepted that teacher qualifications are significant to ideas such as No Child Left Behind. It looks at why the qualifications of teachers are so vitally important and why highly qualified teachers are becoming a priority for many schools throughout the country. This paper discusses the concerns that educators have regarding No Child Left Behind and the quality of their educators in order to come up with a curriculum that allows for the differences in the learning styles and abilities of different children and that understands and embraces the benefits that highly qualified teachers can bring to the Middle School experience.
Outline
Introduction
Statement of the Problem
Significance of the Problem
Rationale/Hypothesis
Review of Related Literature
Middle School Models
History of No Child Left Behind
Highly Qualified Teachers and their Implications for Middle Schools
From the Paper
"Teachers are concerned about not being as effective without the help that they receive from these individuals (Exstrom, 2003). They seem to be critical components in many schools and spend a lot of time one-on-one with students in order to reinforce instruction. Many teachers are not able to do this because they have such heavy class loads and large class sizes (Flores, Tefft-Cousin, & Diaz, 1991). Middle schools are generally designed to be a critical transfer point for children because they are moving out of elementary school and the idea that they are just a child into high school and the idea that they are young men and women (Exstrom, 2003). Because of this middle school is a very crucial time in their lives and without having highly qualified and prepared individuals to get them through this point many of them will struggle (Exstrom, 2003)."
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Teachers as Social Workers, 2002.
This paper reviews the article, ?The Social Work Dimension of the Primary Teacher?s Role?, by Webb and Vulliamy and uses many other sources for the discussion.
3,850 words (approx. 15.4 pages), 13 sources, APA, $ 105.95
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Abstract
This paper discusses teachers acting as social workers for the students and parents in the British Education System, which is similar to that of the United States. This author states that the report is based on qualitative research (observations) that was done in fifteen schools in the North East of England and on a national survey.
Table of Contents
Role of Teachers as Social Workers in the School System
The Research Sample
Observation
Funding Paid by the University of York
Teachers and Social Work
Problems in Assessment
National Curriculum Based on the Needs of the Students
Problems in the Classroom
Teachers as Advocates
Children?s Act in 1989
British Educational Needs
Special Support System
Time and Needs of Teachers Overcome by Social Problems
Problems with Special Needs Students
Teachers Concerning Various Roles
Different Masks that Teachers Wear
Teachers Too Busy to Teach
The Education of Children in Need
Social Work by Teachers
From the Paper
"If a child goes to school and destroys the classroom, what would the child learn from the parent paying for the damage? The problem is that often the laws are adding to the problems that children have. Parents cannot spank their children or do other physical actions to control their actions. Often the parents talk to the teacher about the behavioral problems that they are having at home. ?Headteachers spent considerable amount of time providing advice and support on behavior management to parents who were experiencing major problems in controlling their children?s behavior. When pupils? behavior in school was disruptive and unacceptable, headteachers explained to the parents the school?s response to this behavior and sought to work co-operatively with them to effect improvement? "
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