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The most talked-about option for Special Education (SPED) is inclusion
This means providing opportunities for special education students to learn alongside other students in general education classrooms. For teachers, this calls for learning new strategies to meet the needs of all students in the classroom and help them achieve success.
New report on Special Education
In this White Paper, the reader will immediately see the benefits of these six principles effortlessly being used in any teaching situation. Download this report now, and then let us show you how to implement a program of well-crafted, well-taught lessons for the inclusion classroom.
How to teach effectively in an inclusion classroom.
Teachers have to differentiate consistently and work with co-teachers in an inclusion classroom. Initial research shows that when it comes to special education inclusion, teachers need to focus on the six most beneficial practices.
Instructional Excellence in the Classroom
An inclusion classroom requires more organization (of content and delivery) and more differentiation (for different students) from the teacher. Lessons have to meet the needs of all students in the class and work well with any co-teachers. Plus, lessons have to be aligned to grade level standards. The solution is well-crafted, well-taught lessons. They are the key to learning and achievement for all students, including special education students.
Inclusion success includes these classroom strategies:
The Systematic Instruction model for special education inclusion features an instructional objective, a review of prior knowledge, teaching in small steps, monitoring student learning, and making instructional decisions.
Special education students in an inclusion classroom benefit from lessons with built-in reinforcement.
Drill & Practice
Besides learning new concepts, special education students need to develop fluidity in skills.
When special education students are taught concepts first followed by step-by-step procedures for the skills, they find it easier to understand and execute the skill.
In the inclusion classroom, teachers can provide whole class feedback and individual feedback. If the whole class is confused, the teacher re-teaches everyone. Specific strategies can be used for individual students.
Direct Instruction means that the new information is coming from the teacher via a well-designed and well-taught lesson.
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