How does idea affect diverse learners

Those standards lay out what all students are expected to learn in math, reading, science, and other subjects by the end of the school year. Differentiated instruction and co-teaching in a general education classroom make it easier for students with standards-based IEPs to be taught the same material as their classmates.

In some schools, only certain classrooms are designated as inclusive. In that case, schools may assign general education students randomly to inclusive or noninclusive classes.

Other schools may choose students who benefit from the emphasis on meeting the needs of all learners at all ability levels. Investigate the supports and services that might be available in an inclusive classroom. Explore the various models of collaborative team teaching. And read an interview with an inclusion specialist about what inclusion looks like in action. The special education teacher can help all kids in an inclusive classroom, not just students who need special education support.

In an inclusive classroom, teachers often break students into small groups and teach them based on their specific learning needs. Share 4 benefits of inclusive classrooms. Podcast Wunder community app. Main menu Our work Blog Surveys and research.

Join our team Privacy policy Terms of use Fundraising disclosure Sitemap. At a Glance In an inclusive classroom, general education teachers and special education teachers work together to meet the needs of students. All students can benefit from inclusive classrooms. Read on to learn more benefits of inclusive classrooms.

Key Takeaways All students benefit from the resources available in an inclusive classroom. Related topics School supports. Tell us what interests you. See your recommendations. And so it just forces us all to think about how can we help this kid at least achieve as much as possible, in the same content, and the same skills that his or her peers are learning.

Initial Thoughts. Why or why not? Page 1: Introduction to Diversity Page 2: Influence of Teacher Perceptions What should teachers understand in order to address student diversity in their classrooms? Wrap Up. What should teachers understand in order to address student diversity in their classrooms?

Page 5: Exceptionalities The term exceptionalities in K—12 schooling refers to both disabilities and giftedness. Autism Deaf-blindness Deafness Developmental delay Emotional disturbance Hearing impairment Intellectual disability Multiple disabilities. Orthopedic impairment Other health impairment Specific learning disability Speech or language impairment Traumatic brain injury Visual impairment, including blindness.

Unfortunately, misperceptions about students with exceptionalities continue to exist. Consider Angela and Robert, two students in a general education classroom. Angela has a learning disability and Robert has autism. Their teacher is surprised at how well Angela and Robert contribute to class discussions. Because Angela had trouble reading, her teacher thought she would also struggle to understand the content. To the contrary, Angela learns quite well through other formats e.

Likewise, the teacher expected that Robert would be nonverbal and have excessive disruptive behaviors, such as rocking his body and flapping his hands. Instead, the only behaviors of concern are his social skills, which are somewhat awkward. In fact, no two students with the same exceptionality act or achieve in exactly the same ways.

It is important for teachers to learn about all aspects e. Understanding how a disability affects the student will allow teachers to make specific instructional adjustments. Each of the interventions occurred in her general education classes and did not require her to be referred for special education or diagnosed with a disability. Zacarian, Debbie. Corwin: Thousand Oaks, CA. American Speech-Language-Hearing Association.

Clinical management of communicatively handicapped minority language populations [Position Statement]. Artiles, A. English language learners with special education needs: Assessment, identification, and instruction. Culturally diverse students in special education: Legacies and prospects. Banks Eds. San Francisco: Jossey-Bass. Baca, L. Washington, DC: U. Donovan, S.

Minority students in special and gifted education. Esparza Brown, J. A cultural, linguistic, and ecological framework for response to intervention with English language learners. Fuchs, D. Responsiveness-to-intervention: Definitions, evidence, and implications for the learning disabilities construct. Haager, D. Validated reading practices for three tiers of intervention. Baltimore: Brookes. Hamayan, E.

Special education considerations for English language learners: Delivering a continuum of services. Philadelphia: Caslon. Haynes, J. Teaching English language learners across the content areas. Hoover, J. Methods for teaching culturally and linguistically diverse exceptional learners. Klingner, J. Cultural considerations with response to intervention models. Reading Research Quarterly , 41 1 , — National Center on Response to Intervention.