Two models have emerged for inclusion: push in, where a special educator
goes into the general education classroom for part of the day to provide specially designed instruction, and the co-teaching model, where a general educator and special educator partner to provide instruction to all the children in their classroom.
Innovations in special education spill
over into general education classrooms and pedagogy as well, helping all educators to find more and more applications for differentiated learning and instruction.
If the general education classroom teacher does not know the nature and extent of the curriculum / strategies used in supplemental or intensive instruction, then that teacher will be unable to integrate the supplemental / intensive
instruction into the general education classroom.
By addressing any learning needs as early as age three through diagnostic and prescriptive evaluations, we are able to help students successfully transition
back into the general education classroom and get them back on track for success.
I told her he wasn't supposed to be in anything but a Special Ed contained classroom and she told me that his classroom was «unable to take attendance» (which makes no sense but whatever) so he would arrive at school, go
into the General Education classroom (during the most unstructured time of day), stay for a few minutes and then go to his Special Ed classroom.
During her seven years as superintendent of the St. Paul Public Schools in Minnesota, Valeria Silva led courageous conversations about racial inequities, and ultimately changed the district's practice of isolating special education students, integrating
them into general education classrooms.
Most of the proposals are rooted in the task force's extensive review of proven practices that integrate services for students with disabilities
into the general education classroom and deliver a model program that leads to: