How does an inclusive general education and special education teacher evaluate instruction and monitor progress of students with special needs? Introduction Teachers have a great task to play for the development of the society. The society has great responsibility to provide smooth and equal education for all the subjects irrespective of the status…
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The students with special needs are the ones to be cared mostly by the teachers and the society. They have to be given instructions in accordance with the talents in them. They are also a part of the general education. James R. Delisle et al put inclusive education as, “inclusion would mean that students with special learning or behavioral needs would spend their days in regular classroom, accompanied by a special education teacher or an aide who would assist them in acclimatizing to their setting” (Delisle et al., 2002, p.72). The writers still say that a teacher should understand the way to arrange the students to different groups in order to enhance their learning abilities. Different norms have to be followed to group the students. Sometimes the teacher should make ability grouping, and mixed ability grouping and at other occasions ability co-operative groups and cluster grouping (Delisle et al., 2002, p.72). All these have to enable a clear cut strategy for the evaluation and monitoring of students with special needs in the classroom. The present essay tries to make the different ways of evaluating and monitoring the instructions and its results in inclusive education with a special emphasis to the tool of assessment. ...
The standard 8 of this program involves with Assessment. It assesses the children with the learning aspects. The proponents of this council say that with the standard 8 certain skills are to be achieved by the students. And so it assesses “the development and learning of young children.” It gives suitable and “specialized formal and informal assessments for infants, young children and their families” (Council for Exceptional Children, 2011). This program arranges the need for the specially needed children and their families. It does not stop with their services to the families but evaluate their services to the families of such students. A child’s confrontation with the learning materials is analyzed through assessment and also a teacher can find out whether the materials given to the student is appropriate or not. So assessment helps both the inclusive educator and also the student who is involved in it. Peer reviewed Empirical study If an empirical study is conducted on the tools of evaluation and monitoring of inclusive education it can very well be found out that among various tools and techniques assessment secure a firm place. In the inclusive general education, an educator uses all the sources for the needs of the children. The students are put into various types of assessments and assignments that suit their age and talent. As the standard 8 of the CEC states the children in this level are to be well assessed to keep abreast with the objectives suited to their ability. The writer, Richard M. Gargiulo states the experience of being a teacher in an inclusive classroom. Being a teacher in an inclusive classroom filled with many students with different needs, “I have come to understand
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