home

=Welcome to TE 408 Special Education Modules!=

====Most teachers in general education agree that education should not exclude students simply because of disabilities. However, many teachers do not know how to help students who need more intense assistance in the regular classroom. I still remember when I taught in a fifth-grade class in a private institution, I had a student who had been identified as having learning disabilities and emotional disorders. One day several students in my class impatiently yelled at him, “Do not waste our time!” when he asked for more time to finish his tasks in class. All of a sudden, this student burst into tears. He tore the pages from the textbook and put them into his mouth. No one could stop him from hurting himself. The scene was so shocking that it made me want to find the answer to the question: “As a general education teacher, how can I make inclusion work?” ==== ====When I was pursuing my teaching certificate in secondary school education in my undergraduate school, I took many courses to learn how to be a good teacher. After taking courses on “Special Education” and “Identification and Evaluation for Exceptional Students,” I thought I could handle special students because of my passion for education and my knowledge of special education. However, things were not exactly as I had expected when I started my internship after the four-year teacher preparation program. Having students with special needs in the regular classroom was really a challenge for me. To gain more knowledge and skills to help students with special needs, after completing my internship, I volunteered at the Kaohsiung Autism Institute and the Home for the Disabled which are sponsored by the Bureau of Social Affairs of the Kaohsiung City Government in Taiwan. Three years of experiences in working with students with different disabilities gave me some knowledge and skills for working with these students and confirmed my growing interest in helping them succeed in the regular classroom. ==== ====In these modules, Trudy, Kelly, and I would share with you some strategies and experience that may be useful for you to work with students with special needs. One thing that you may want to keep in mind is that diversity in the regular classroom is not a problem; it is a resource. It is a valuable resource that helps us think from “what to teach" to “how to teach.” Enjoy! ====

Inclusive Education
Michigan State Board of Education defined inclusive education in its position statement as follows: The provision of educational services for students with disabilities, in schools where non-handicapped peers attend, in age-appropriate general education classes under the direct supervision of general education teachers, with special education support and assistance as determined appropriate through the individualized educational planning committee (IEPC). (Michigan State Board of Education, 1992) Inclusive education is not fundamentally a change in general education or special education. Let’s take a look at a general education teacher’s log. This teacher is working with thirty students in a fifth-grade class. Four of her students are identified as having special needs. There is no paraprofessional assigned to help her because her school does not have funding. What she is doing is to understand her students’ characteristics and IEPs. After getting advice from her colleague in special education, she further modifies her teaching plan. Characteristics || LD in reading || LD in writing and math || ADHD || EBD ||^  ||^   || For B: … For C: … For D: … || Today, my accommodative activities for these kids will be: 1.… <span style="color: black; font-family: 'Cambria','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">2…. <span style="color: black; font-family: 'Cambria','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">3…. <span style="color: black; font-family: 'Cambria','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">4…. || <span style="font-family: 'Cambria','serif';">LD: Learning Disabilities; ADHD: Attention Deficit Hyperactivity Disorder; EBD: Emotional Behavioral Disorder
 * |||||||| <span style="display: block; line-height: normal; margin: 0in 0in 0pt; mso-element-anchor-horizontal: column; mso-element-anchor-vertical: paragraph; mso-element-frame-hspace: 9.0pt; mso-element-frame-vspace: 5.0pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly; text-align: center;"><span style="color: black; display: block; font-family: 'Cambria','serif'; font-size: 12pt; text-align: center;">The general education teachers’ initial Plan (1) || <span style="color: black; font-family: 'Cambria','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">Suggestions from intervention specialists (2) || <span style="color: black; font-family: 'Cambria','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">Integrate (1)+(2) ||
 * || <span style="color: black; font-family: 'Cambria','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">Student A || <span style="color: black; font-family: 'Cambria','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">Student B || <span style="color: black; font-family: 'Cambria','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">Student C || <span style="color: black; font-family: 'Cambria','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">Student D ||^  ||^   ||
 * <span style="color: black; font-family: 'Cambria','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">Students’
 * <span style="color: black; font-family: 'Cambria','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">Accommodation ||
 * <span style="color: black; font-family: 'Cambria','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">Class 1 || <span style="color: black; font-family: 'Cambria','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">Pay close attention to A’s reading comprehension; provide a graphic organizer, more explicit instruction || <span style="color: black; font-family: 'Cambria','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">Allow B to demonstrate his understanding verbally; use charts and tables; include a learning strategy || <span style="color: black; font-family: 'Cambria','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">Explain classroom discipline earlier; include activities || <span style="color: black; font-family: 'Cambria','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">Be sensitive to language usage and class climate, more encouragement; seating arrangement || <span style="color: black; font-family: 'Cambria','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">For A: …
 * <span style="color: black; font-family: 'Cambria','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">Class 2 ||  ||   ||   ||   ||   ||   ||
 * <span style="color: black; font-family: 'Cambria','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">Class 3 ||  ||   ||   ||   ||   ||   ||
 * <span style="color: black; font-family: 'Cambria','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">Class 4 ||  ||   ||   ||   ||   ||   ||
 * <span style="color: black; font-family: 'Cambria','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">Class 5 ||  ||   ||   ||   ||   ||   ||

<span style="font-family: 'Cambria','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 10pt;">It is important to know that not all schools can afford paraprofessionals, and the quality of paraprofessionals can vary widely. As a general education teacher, the more you learn about students with special needs, the more tools you will have in your pockets when you have students with special needs.

**The Framework of the Modules (Classroom-Based Strategies)**

 * **Inclusive teaching**[ e.g., inclusion, commitment, IEP for a student with mental retardation, together we create a world for inclusion ]
 * **Learning disabilities** (LD) [ LD & strategies, LD-IEP ]
 * **Emotional behavioral Disorder** (EBD) [ EBD & strategies, EBD-IEP, Positive Behavior Support (PBS) ]
 * **Attention deficit hyperactivity disorder** (ADHD or AD/HD or ADD) [ ADHD & strategies, ADHD-IEP ]
 * **Autism** [ Autism & strategies, Autism-IEP ]
 * **Physical disabilities, visual and hearing impairment** [ PD, VI, HI) [PD, VI, HI & strategies]

Getting Started

 * Complete two pre-survey questions in the **discussion forum** before you start reading the cases
 * Click on the **navigation button** on the left side bar to start reading the cases
 * Click on the **navigation button** on the left side bar to complete the evaluation after learning from the cases
 * Follow your instructors' directions to complete the modules

Need Help?

 * Email your instructors or
 * Email the TE408 course design team