Inclusive education and inclusive classrooms are gaining steam because there is so much research-based evidence around the benefits. ![]() The research basis for inclusive education This includes the regular education teacher and the special education teacher, as well as all other staff and faculty who are key stakeholders - and that also includes parents. It’s also critically important that the adults are supported, too. The driving principle is to make all students feel welcomed, appropriately challenged, and supported in their efforts. But the goal is this should be the exception. This is not to say that students never need to spend time out of regular education classes, because sometimes they do for a very particular purpose - for instance, for speech or occupational therapy. Successful inclusive education happens primarily through accepting, understanding, and attending to student differences and diversity, which can include physical, cognitive, academic, social, and emotional. This means they are with their peers without disabilities to the maximum degree possible, with general education the placement of first choice for all students (Alquraini & Gut, 2012). Much of the movement is related to legislation that students receive their education in the least restrictive environment (LRE). Therefore, all students can be full participants in their classrooms and in the local school community. Leadership is the exceptional capability or potential to influence and empower people (e.g., social perceptiveness, visionary ability, communication skills, problem-solving, inter-and intra-personal skills, and a sense of responsibility).įurther information on State gifted laws and regulations can be accessed through the Colorado Department of Education website at school and classroom operate on the premise that students with disabilities are as fundamentally competent as students without disabilities. Visual arts, performing arts, musical, dance, or psychomotor abilities are exceptional capabilities or potential in talent areas (e.g., art, drama, music, dance, body awareness, coordination, and physical skills).Ĭreative or productive thinking is exceptional capability or potential in mental processes (e.g., critical thinking, creative problem solving, humor, independent/original thinking, and/or products). Visual Arts, Performing Arts, Musical, Dance, or Psychomotor Abilities (Talent Aptitudes) Specific academic aptitude is exceptional capability or potential in an academic content area(s) (e.g., a strong knowledge base or the ability to ask insightful, pertinent questions within the discipline). Intellectual ability is exceptional capability or potential recognized through cognitive processes (e.g., memory, reasoning, rate of learning, spatial reasoning, ability to find and solve problems, ability to manipulate abstract ideas and make connections). Gifted students are capable of high performance, exceptional production, or exceptional learning behavior by virtue of any or a combination of these areas of giftedness: ![]() twice-exceptional), and students with exceptional abilities or potential from all socio-economic, ethnic, and cultural populations. Gifted students include students with disabilities (i.e. Children under five who are gifted may also be provided with early childhood special educational services. Gifted children are persons between the ages of four and twenty-one whose abilities, talents, and potential for accomplishment are so exceptional or developmentally advanced that they require special provisions to meet their educational programming needs.
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