Date of Award

1998

Degree Name

M.S. in Education

Abstract

In the 1970’s Congress passed Public Law 94-142 which states that children with disabilities will be provided a free and appropriate education in the least restrictive environment in their local school district (Ohio Schools, 1993). This law is now referred to as the Individuals with Disabilities Education Act 20 USC 1041.As a result, children were mainstreamed into regular education classrooms for some subjects activities. Inclusion is the provision of educational and supplemental services to all special education students into the regular classroom setting for all or a substantial part of the school day (Ohio Schools, 1993). Inclusion is a support and resource service for the handicapped child. The driving force for inclusion has been the successful legal suits filed by parents of children with disabilities and action taken by such groups as the Ohio coalition for education of Handicapped Children and the Ohio Developmentally Disabled Council. The Ohio Department of Education has developed four models of inclusion . The school where the study will take place has committed to use Model IV ; Special educators serve students with disabilities as needed , where needed. Services are provided in a regular education classroom with the regular education teacher , in a learning center, and/ or a special education classroom. The special educator serves as the regular teacher, consultant, resource room teacher, and tutor. This model provide services based on needs of students and may incorporate components of the other three models (Ohio Department Of Education, 1993). Model I states that special and regular educators serve jointly to serve non handicapped and students with disabilities enrolled full time in the regular education environment. Model II provides services cross categorically. Special educators serve non handicapped and students with disabilities in the special education classroom. Model III also provides services cross-categorically. Special educators serve students with disabilities in the special education classroom, using a functional curriculum. Learning disabilities interfere with the learning process by inhibiting the acquisition of new skills or knowledge and the recall of previously learned material (Lewis, 1998).Written language is not acquired spontaneously (Lundberg, 1994). Technology plays a role by enhancing the range of instructional options available to students with learning disabilities. Learners can gain information by participating in instructional activities delivered by the computer (Lewis, 1998). Well designed computer software programs offer learners carefully sequenced, individualized activities and frequent informative feedback on the quality of their responses. Such programs have the potential to increase the quantity and the quality of instruction (Lewis, 1998)

Keywords

Language arts (Elementary), English language Composition and exercises Study and teaching (Elementary) Computer-assisted instruction, Learning disabled children Education (Elementary), Fifth grade (Education)

Rights Statement

Copyright © 1998, author

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