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Collaboration among general education teachers and special education teachers - Book Report/Review Example

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This research is being carried out to evaluate and present a comprehensive suggestion to the specialized educators with one-stop twenty ways in which to approach the complicated nature of consulting and supporting general teachers in inclusive classrooms…
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Download file to see previous pages This paper illustrates that monitoring each individual student and the facet of their studentship by inquiring from teachers and paraeducators specifics details of the student life how they are performing regarding classroom activities and class expectations. Fifth, the special teacher should listen to the experiences, needs, and concerns of teachers and paraeducators, sharing of information amongst the professionals helps in providing the best service to the students. Sixth, the special educator should dig deeper and try to determine precisely, how the teachers are employing their instructions to the students. Seventh, the special education teacher should strengthen and support classroom teacher and paraeducators cooperation, by giving out best practices suggestions. Eighth, it is important that they review student work together, by doing so; they brainstorm over performances, analyses, additional support, instructions and accommodation and develop possible interventions. Ninth, classrooms and instructional materials should be reviewed, and when possible offer suggestion on the best materials or tools to use when providing instructions to the students. Tenth, the special educator should appraise materials that are to be used for testing and assessing the students, and if not appropriate, they should offer modifications and suggestions for an upgrade. They should also spearhead in assisting study aids and guides that are necessary for the students. Plans may be necessary for the special education teacher to help, such as scheduling a time for the student to come to a resource room to have a test read aloud or answers written by a scribe. Eleventh, they... This essay stresses that the special educator should take time and perform an observation in the inclusive class, to determine their behavior and performance therein. They must take cognizance of the classroom environment, critically analyzing the instructional materials in the classroom, the procedures, and expectation in a bid to develop documentation and in-depth understanding of the academic environment and its suitability to the students with special needs. The following needs to be appraised; class groups, books, computers, rooms, reading and writing culture development, assignments and home works. The special educator, should not only act in the periphery but should also offer direct assistance to the teachers. The article provides a comprehensive suggestion to the specialized educators with one-stop twenty ways in which to approach the complicated nature of consulting and supporting general teachers in inclusive classrooms. The twenty ways are exhaustive and accommodate diverse circumstances that might arise, however, more research must be undertaken to include every frontier not covered in this manual. The ways range include ways in which the special educator can offer an in-classroom assistance to actual monitoring of the progress of the students. The ways also aid in providing a general classroom teacher to teach confidently an inclusive class with both regular students and those with specialized needs. The twenty ways are exhaustive and accommodate diverse circumstances that might arise, however, more research must be undertaken to include every frontier not covered in this manual. The ways range include ways in which the special educator can offer an in-classroom assistance to actual monitoring of the progress of the students.  The ways also aid in providing a general classroom teacher to teach confidently an inclusive class with both regular students and those with specialized needs. ...Download file to see next pagesRead More
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