Inclusive Educational Classrooms for Students With Learning Disabilities

Introduction

Problem Statement

Lots of special education elementary schools do not fulfill their educational requirements, as students of these schools do not meet the academic standards in reading in research. These schools are involved in teaching students with learning disabilities, and these students do not show progress while studying in these schools.

Purpose

The purpose of this study is to determine whether a specific solution strategy improves the year-to-year progress of junior high students with learning disabilities when participating in inclusive educational classrooms. (Bradley, Hallahan, 2007). Considering the fact that the key aim of these schools is to teach students with restricted learning abilities, the research question will be studied by reviewing educational journals and researches associated with educating students with learning disabilities.

Community Description, and Researcher’s role

Aiken County public schools community is located in South Carolina. The percentage of students with learning disabilities is compared with the normal percentage in the State. (Rosenberg and Sindelar, 2007)

The population has increased to 48,000 residents in accordance with the statistical data of the year 2008 (Carrier, 2008). The key objectives that are applied by Aiken County involve statements that all students of the community are able to learn, students are benefited if all the instructions are research-based, and partnership with parents will help to improve students’ performance.

• As for the matters of education effectiveness, it is stated that problems exist, and the PASS (Palmetto Assessment State Standard) test reveals the necessity to improve the entire educational process for increasing the success of the students. (Learning Disabilities, 2007)
• The researcher’s role in this study is to define the key problems of the educational system, analyze the related studies, and offer a reliable solution plan for improving the curriculum and teaching process. (Casareno, 2009)

  • The writer is involved in the coordination process and assistance in developing individual working plans for students (Lichtenstein, 2009)
  • The writer is responsible for developing the most appropriate schedule for students, psychologists, and paraprofessionals who will be working with students. (Beale, 2008)

Study of the Problem

Problem Description

Discussion

• The results of the students have been assessed in accordance with South Carolina Palmetto Assessment State Standard test. One hundred forty-five students that were tested in 2009 did not meet the basic requirements of this test. The key reasons for such a gap were defined by Lee Swanson and Harris (2006).
• It is stated that these students do not get enough instructional time, and the main cause of this lack is their behavioral disruptions. Those students who are involved in the educational process by receiving special educational services reveal slow academic success. The reasons for this problem may be either linked with the low effectiveness of the program or with the inability of the students to take maximum effects from the curriculum.

  • These students should get additional instructions for improving their organizational skills. Some students are not able to keep up with the academic pace of same-age students.
  • This progress control may be achieved by setting small goals for every student or group of students. To help students to progress Stage and Milne (2006) offer providing them with the lists of prompts and steps for accomplishing the assignments.

Study of the Problem

• The problem itself is featured by four main factors: students avoid completing homework, they perform below the normal test levels, their reports get low grades, and they are underperforming on high-stakes tests. In general, this may be explained by the low response to intervention level (Zirkel, 2010).
• In the light of this fact, it should be emphasized that the actual importance of the response to the intervention model is explained by the improved control measures, as well as by the importance of achievement classification.
• While most researchers point out the necessity to improve the educational system, RTI is the way of improving the monitoring system. On the one hand, monitoring can not be the only step for resolving the problem, on the other hand, this is the necessary for finding the current progress, and for setting up the realistic aims for further improvements.

Literature Review

The problem of teaching students with learning disabilities involves several decisions. These are the improvements of curriculum, motivation, improved control tools, as well as necessity to differentiate approaches depending on students’ personal features and preferences. As it is stated by Wong (2008, p. 134):

Special education students in inclusive settings experience failure for a variety of reasons. Some of the reasons include poor organizational skills, lack of basic skills, lack of training for classroom teachers, and non-relevant curriculum. Inclusive education programs at the secondary level are difficult to implement successfully. The difficulty pertains to a single subject academic staff, teenage student social behaviors, which tends to emphasize a need to conform.

• As it is stated by Lloyd and Hallahan (2006), one of the key problems associated with low results revealed by students is the lack of motivation, as well as poor accommodation of these students towards the changing educational requirements.

  • If students are motivated enough, the effectiveness of the educational program becomes a secondary factor. (Revised Position Statements from the Learning Disabilities Association, 2002) Therefore, the problem of motivation should be resolved by controlling the progress of the students in every particular subject.
  • They will have to get additional instructions, while those who do not have basic academic skills, will have to get the necessary knowledge for continuing their education. (Madaus, 2005)
• Students should be encouraged regardless of their success, as if one experienced too much criticism, the person will avoid this activity, while encouragement will make him/her apply more efforts. The control process will help to track the progress of the groups. As it was stated by Mcleskey and Pacchiano (2006, p. 508):

Motivating students with learning disabilities is needed for teacher for assisting students in achieving the stated academic goals. Making accommodations for kids with LD in the classroom is regarded as the first step.

Causative Analysis

• The main causes of the lowered educational results are associated with the lack of students’ motivation, their inability to gain organizational skills, or simply low level of such skills.

  • Teachers are not interested in modifying the curriculum, however, these modifications could be helpful for improving the educational performance.
  • Students do not always show low results, while some tests reveal appropriate grading. Therefore, personal testing approach should be provided for better control of the educational performance.
• Students with learning disabilities who reveal low test results just need to be motivated. This is the key problem of their low achievements. Another side of the problem is linked with the low effectiveness of the tests, as well as the non-adapted curriculum, and inability of some teachers to find the necessary approach for teaching these students.

Reference List

Beale, A. V. (2008,). Preparing Students with Learning Disabilities for Postsecondary Education: Their Rights and Responsibilities. Techniques, 80, 24.

Bradley, R., Hallahan, D. P. (Eds.). (2007). Identification of Learning Disabilities: Research to Practice. Mahwah, NJ: Lawrence Erlbaum Associates.

Carrier, J. G. (2008). Learning Disability: Social Class and the Construction of Inequality in American Education. New York: Greenwood Press.

Casareno, A. (2009). Ed Ellis: Working to Improve Education for Adolescents with Learning Disabilities. Intervention in School & Clinic, 37(5), 292.

Learning Disabilities. (2007). Journal of Law and Education, 30(3), 544.

Lee Swanson, H., Harris, K. R. (2006). Handbook of Learning Disabilities. New York: Guilford Press.

Lichtenstein, R. (2009). Best Practices in the Identification of Children with Learning Disabilities. National Association of School Psychologists. Communique, 37, 10.

Lloyd, J. W., & Hallahan, D. P. (2006). Going Forward: How the Field of Learning Disabilities Has and Will Contribute to Education. Learning Disability Quarterly, 28(2), 133.

Madaus, J. W. (2005). Navigating the College Transition Maze: a Guide for Students with Learning Disabilities. Teaching Exceptional Children, 37, 32.

Mcleskey, J., & Pacchiano, D. (2006). Mainstreaming Students with Learning Disabilities: Are We Making Progress?. Exceptional Children, 60(6), 508.

Revised Position Statements from the Learning Disabilities Association. (2002). Techniques, 77, 11.

Rosenberg, M. S., Sindelar, P. T. (2007). CLD Position Statement: Alternative Routes to Certification in Special Education. Learning Disability Quarterly, 27(2), 122.

Stage, F. K., & Milne, N. V. (2006). Invisible Scholars: Students with Learning Disabilities. Journal of Higher Education, 67(4), 426.

Wong, B. Y. (Ed.). (2008). Learning about Learning Disabilities (3rd ed.). San Diego, CA: Elsevier Academic.

Zirkel, P. A. (2010). The Legal Meaning of Specific Learning Disability for Special Education Eligibility. Teaching Exceptional Children, 42, 62.