From Reading & Other Learning Disabilities
A Blog by Dr. Gary G. Brannigan and Dr. Howard Margolis
Throughout the United States, co-teaching has silently become a major model for delivering instruction to special-education students in general education classes. The model pairs a general education teacher with a special education teacher.
Although co-teaching has great promise for helping special-education students, it also has many pitfalls. And the research examining its ability to improve students’ academics is in its infancy; in other words, we have little proof that it dramatically improves academics. Read more...
co-teach-co-teaching, Dyslexia, dyslexic, dyslexics, IEP, inclusion, Learning Disabilities, learning disability, Reading Disabilities, reading disability, Special Education, struggling reader, Struggling Readers
For an insightful and sensitive podcast about inclusion by Kathern Burke (Executive Director, Learning Disabilities Association of Alberta, Canada) and parent of children with special needs, download the podcast from http://www.blogtalkradio.com/specialneedstalkradio/2011/09/09/inclusive-classroom. Below is Inclusion: Why Can’t We Be Friends?, a post that she let us reprint.
Why Can’t We Be Friends?
Guest Post by Kathryn Burke
Executive Director
Learning Disabilities Association of Alberta
Alberta, Canada
Some memories are so vivid it almost seems like a DVD is being played in your brain when they are being recalled. The memory I want to share is like that for me – so vivid I am still able to recall everything from the smell of the room to the buzz of the fluorescent lights. Read more...
conflict, Dyslexia, dyslexic, IDEA, IDEA 2004, inclusion, inclusion ideology, inclusionist, inclusionists, Kathern Burke, Learning Disabilities, learning disability, parent, parents, research, research on inclusion, SNTR, special education rights, Special Needs Talk Radio, struggling reader
From Reading & Other Learning Disabilities
A Blog by Dr. Gary G. Brannigan and Dr. Howard Margolis
For children with reading and other learning disabilities to succeed in school, they need quality schools that create and nurture legitimate opportunities for all children to excel. In thinking about whether we, as a nation, are really trying to achieve this, consider the quotes below. Ask yourself: Without major, sustained efforts to rid the U.S. of poverty and violence, to provide quality health care to all children, and to develop the talents of all children, can we really prepare the majority of children with disabilities to lead productive and satisfying lives? If we don’t help their peers without disabilities, how can we help them? Is inclusion likely to succeed in underfunded schools with lots of hungry, highly stressed children? Are we really trying? Or is “reform” talk just a way to corner votes, $$$, and power? Read more...
Dyslexia, dyslexic, dyslexics, economics, education budgets, educational policy, inclusion, Learning Disabilities, learning disability, Parenting, politics, Reading Disabilities, reading disability, reading problem, reading problems, struggling reader, Struggling Readers
From Reading & Other Learning Disabilities
A Blog by Dr. Gary G. Brannigan and Dr. Howard Margolis
Despite hopes for inclusion, the answer is often no. Placement in general education often fails to improve the reading of children with reading disabilities. Here are five common reasons: Read more...
- The teachers lack the knowledge and skill necessary to remediate reading disabilities, even if a co-teacher has a master’s degree in special education.
- Much of instruction is whole class instruction, not instruction geared to serving the individual needs and abilities of children with reading disabilities. (And with all the budget cuts, class sizes are increasing.)
Dyslexia, dyslexic, dyslexics, frustration, frustration level, inclusion, intervention, Learning Disabilities, learning disability, Reading Disabilities, reading disability, reading intervention, reading levels, Reading Materials, reading problem, reading problems, reading remediation, remedial reading, remediation, struggling reader, Struggling Readers
From Reading & Other Learning Disabilities
A Blog by Dr. Gary G. Brannigan and Dr. Howard Margolis
No matter what laws, court rulings, or research studies say, inclusion is in danger of collapsing or becoming a hollow, ineffective, and perhaps harmful option for placing and educating children with disabilities. This is due, in part, to budget cuts and the corrosive effects of public policy on teachers.
First, we’ll list some of the more critical factors needed for inclusion to work. Then we’ll discuss how public policy is undermining them. Finally, we’ll suggest what you can do to support meaningful inclusion. Read more...
Dyslexia, dyslexic, dyslexics, IDEA, IDEIA, inclusion, Individuals with Disabilities Education Improvement Act, intervention, Learning Disabilities, learning disability, least restrictive environment, mainstreaming, Reading Disabilities, reading disability, reading intervention, reading problem, reading problems, reading remediation, remedial reading, remediation, struggling reader, Struggling Readers, teacher, teachers
Why Can’t We Be Friends?
Guest Post by Kathryn Burke
Executive Director
Learning Disabilities Association of Alberta
Alberta, Canada
Some memories are so vivid it almost seems like a DVD is being played in your brain when they are being recalled. The memory I want to share is like that for me – so vivid I am still able to recall everything from the smell of the room to the buzz of the fluorescent lights. Read more...
conflict, Dyslexia, dyslexic, IDEA, IDEA 2004, inclusion, inclusion ideology, inclusionist, inclusionists, Learning Disabilities, learning disability, parent, parents, research, research on inclusion, special education rights, struggling reader
On another blog, someone commented that adults should allow children to read whatever they want. Here was my response:
I agree that it’s usually best to let children read what interests them. But I would add a caveat: Adults must discuss with children the pros, the cons, and the values inherent in what they read. Gradually, as children, including struggling readers, develop positive emotions about reading, adults can introduce new topics. These topics should differ slightly from what the children typically read. Slight differences are usually attractive; major differences are not. Thus, if a child likes reading about dogs and has read several books about them, introduce him to a book about wolfs, and later, perhaps one about coyotes. Read more...
Dyslexia, dyslexic, dyslexics, fluency, inclusion, instruction, Learning Disabilities, learning disability, least restrictive environment, mainstreaming, Monitoring, placement, Reading Disabilities, reading disability, reading problem, reading problems, struggling reader, Struggling Readers
Is inclusion always good? No. It’s not. That’s why the “I” in IEP stands for individualized. That why the Individuals with Disabilities Education Improvement Act of 2004 (IDEA) requires schools to have numerous placement and service options. That’s why IDEA requires IEP Teams to base all decisions about children’s programs on their needs, not their special education classification.
Inclusion is often good, but not always. Many children with reading disabilities need instruction that differs dramatically from that offered in general education classes. Even with major changes in curriculum and assignments, many general education classes are inadequate for teaching children with reading disabilities how to read. Read more...
children’s rights, Dyslexia, dyslexic, IDEA, IDEA 2004, inclusion, inclusion ideology, inclusionist, Learning Disabilities, learning disability, placement, Reading Disabilities, reading disability, reading problems, reading specialist, research, research on inclusion, special education rights, struggling reader
