This study is expected to add to current knowledge about classroom practice regarding students with special needs in an integrated setting. This study arose out of a personal interest in teaching language arts to students with special needs. The aim of the research was to investigate how the classroom teacher adapted the whole language approach to students with special needs.
Although students with special needs achieved the goals outlined in their Individual Education Programs, they did so within an integrated classroom structure. What practices contribute to effective reading and writing instruction for students with special needs in an integrated classroom setting. How is this help the same and how is it different for students with special needs.
What instructional approaches, strategies, or practices are effective for all students, including students with special needs, in this classroom. What role does the teacher-student relationship play in the literacy development of students with special needs?
CHAPTER 2 Literature. Review
An inclusive school places all special needs students in age-appropriate regular classrooms within their neighborhood schools as full members of the classroom community. The teacher's acceptance of students with special needs will set the tone and influence the positive or negative attitudes of the other students. Students with special needs should be given the opportunity to try and the opportunity to fail within the regular classroom.
Consultations between teachers and professionals involved in the education of students with special needs should be collaborative and not hierarchical. Integration of students with special needs can be successful if the regular classroom teacher is able to adapt classroom instruction to meet a wide range of student needs (Stainback, Stainback, Courtnage & Jaben, 1985). His data suggest that it is increasingly difficult to meet the needs of students with special needs in the regular classroom as instruction becomes more differentiated in the upper grades.
However, more than half of the elementary special needs students' parents reported positive academic change. Another question is whether the integration of students with special needs will negatively affect academia. It is possible that much of the teacher's time will be spent addressing the needs of the special needs students.
Research suggests that cooperative learning is a successful strategy in the integration of students with special needs because it promotes social learning, positive productivity, interdependence, academic achievement and reading comprehension.
CHAPTER 3
He was selected because of the important role the teacher plays in setting up the classroom environment. A student survey (Appendix A) prepared by the researcher was administered to all students. Eleven of them were given a reading and writing interview (Appendix B; Rhodes & Dudley-Marling, 1988, p. 62).
Using this definition as a point, more data was collected about students' positive or negative attitudes towards literacy through observations, interviews and conversations. Permission was sought, but not granted, to study the records of students with identified special needs. It is the interpretation of data that allows researchers and readers to understand what is happening in the environment.
We interpreted the data through the sampling of events, the description of the social significance of behavior. For greater reliability, the results of the observations, student questionnaires, interviews about reading and writing, and the attitude survey were discussed and reviewed in cooperation with the class teacher. One limitation of this study is that all observations and data recording were performed by a single observer.
They are proud of the school's philosophy and tradition of accepting multicultural students and students with special needs. The bulletin board on the left side of the board displays the various letters students have received from people and agencies who have written to them regarding environmental issues. The teacher's desk, filing cabinet and bookshelf are located in the back of the room near the door.
The teacher's desk is where the management aspects of the classroom, such as collecting money or permission slips, are kept. The social and economic status of the students is from lower middle class to middle class. After the teacher receives attendance, the Person of the Day takes the absent list, along with some candy for the secretary, to the office.
The teacher observes the position of the students with special needs on the continuum to assess progress and create instructional plans. The selections include stories that match the different reading skills of the students in the class.
CHAPTER 4
Students report that: (a) they read and write more, (b) their attitudes toward reading and writing have improved, (c) they have become self-motivated to read and write outside of class, and (d) their reading and writing skills have improved. When all the students in the class were asked if your attitude towards reading has become more positive or more negative this year. Appendix A), 96% of students stated that their attitude towards reading is more positive this year than last year.
I borrowed the books from Mr. When all students were asked, Has your reading improved this year? When all students were asked, has your attitude toward writing become more positive or more negative this year. From the perspective of the observer, students are given the opportunity to engage in daily writing on the assignment.
The teacher encourages the students to become authors and recognizes them for their efforts: “Here is a writer. The students get the feeling that they are important and appreciated because of their special qualities. From the observer's perspective, most students involved in cooperative learning perceived it as a positive experience.
When all students were asked: Do you prefer to work alone or in a group? The most common response when resolving a problem was for students to say that they would resolve the conflict by talking about it together, and if... the offending student did not change, they would ask that student to take a day off to participate in the group. On a typical morning, the teacher sits on the couch reading to the students during a Book Talk.
At the beginning of the year, all students receive the same number of checks. In this way, students are motivated and succeed because they have a purpose for learning. To summarize, skills are taught as the need arises because students have a purpose for learning.
Reading and writing skills are put into practice because attention is paid to motivating the students (Brandt, 1988). From the observer's perspective, the teacher encourages students to read by modeling his enthusiasm for reading. and his love of books.
CHAPTER 5
First, the development of positive attitudes toward literacy played an important role in the effectiveness of reading and writing instruction in this classroom. Reading and writing were presented as pleasant and desirable activities. students were rewarded for showing the desired literary results. Second, during language arts instruction, students were observed participating in authentic reading and writing tasks.
The students said that a more positive attitude and improved reading and writing skills were the result of "reading more" and "writing more". This practice of providing multiple opportunities and long periods of time for students to engage in reading and writing between assignments benefited all students in the class, regardless of academic ability or experience. Third, most students reported that being able to choose their own reading and writing materials was one of the main reasons for improving their attitudes toward reading and writing.
Fifth, the integrated learning structures of cooperative learning and the whole language approach played an important role in the academic and social success of students with special needs. Sixth, the students mostly worked in formal or informal situations of group cooperation during the reading and writing workshops. Finally, the vision of the classroom community as an inclusive community gave a sense of acceptance to all students.
This certainty enabled students with special needs to be more willing to take risks in areas of perceived difficulty, such as reading and writing. Therefore, to understand how effectively mainstream reading and writing instruction takes place, it is appropriate to explore classroom practice rather than focusing solely on students with special needs. It presents a clear picture of how one teacher developed and refined the curriculum so that students with special needs were able to receive effective reading and writing instruction in the mainstream.
Paper presented at the National Reading and Language Arts Conference. amplifier; Dudley-Marling, Writers with a Difference: Teaching the Disabled to Learn Portsmouth, NH: Heinemann. Paper presented at the English Language Arts Council annual conference in Banff, AB. When you're reading and you come across something you don't know, what do you do?
