Reading Comprehension in the Inclusion Classroom

Introduction

 

The classroom you enter today does not resemble that of years past. The addition of No Child Left Behind (NCLB) signed into law in January, 2002, reauthorized the Elementary and Secondary Education Act (ESEA) and called for students to be instructed in the Least Restrictive Environment (LRE).  This meant students with special needs spent more instructional time in the general education classroom and were only pulled into a special education classroom for specific subjects in which the individual student needed intensive academic instruction. Students with special needs are now expected to meet adequate yearly progress (AYP) goals.  So schools had to face the challenge ensuring rigorous instruction and that students were receiving the support needed to make progress (Klein, 2015).

Adding No Child Left Behind to the education system required students to be instructed in the LRE so more students with special needs spend more time in the general education classroom (Grima-Farrell et al., 2014).  Special education teachers now find themselves in more co-teaching environments so that the special education students can get assistance in their LRE while working toward their academic goals or IEPs (Individual Education Program). General education teachers were also affected by trying to accommodate and instruct students with special needs without being properly trained. This addition added a new dimension to classroom instruction and the training needed by general education and special education teachers.

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Task

You are a new special education teacher that is getting ready to have their first experience pushing into the general education classroom and working with special needs students.

student with ipad technology in the classroom1

You receive your class list and there will be three learning disabled students and one student with an emotional disorder in the class that you will be working in for reading.

Your job will be to research ways to improve reading comprehension for students with special needs and develop three lesson plans that incorporate different strategies you have found in your research.  Make sure to show differentiated instruction and the use of technology in your plans as you will be working in the general education classroom.

Process

1. Research improving reading comprehension for students with special needs:

Sites for research:

[video:https://www.youtube.com/watch?v=L7jDWwPSUTE]

2. Develop three lesson plans on three different areas in reading comprehension. Remember that you will be working in the general education classroom so you will have to collaborate with the general education teacher and differentiate your instruction.

Each lesson plan must include strategies you found in your research and incorporate technology.

Evaluation

Lesson Plan Rubric

Each lesson has a different strategy that was covered in the research.

6

Each lesson covers a different area of reading comprehension.

6

Technology is incorporated in each lesson.

6

Each lesson is differentiated to meet the needs of all students in the classroom.

6

Each lesson includes an objective, procedures and an evaluation.

9

Conclusion

It is important that teachers are prepared to teach and collaborate in the inclusion classroom.  For inclusion to be effective, teachers need to communicate and receive the proper training to make sure they are prepared for managing behavior, differentiating instruction, and ensuring all students needs are being met. This webquest is to allow teachers to research ways to improve reading comprehension in the inclusion classroom and to work with students with special needs.

Credits

Referneces

Garwood, J.D., Brunsting, N.C., Fox, L.C. (2014). Improving reading comprehension and fluency

             outcomes for adolescents with emotional-behavioral disorders: Recent research synthesized.

             Remedial and Special Education, 35(3). 181-194. doi: 10.1177/0741932513514856.

Klein, A. (2015). No child left behind: An overview. Education Week. Retrieved from

            http://www.edweek.org/ew/section/multimedia/no-child-left-behind-overview-definition-

            summary.html

Klingner, J.K., Urbach, J., Golos, D., Brownell, M., & Menon, S., (2010). Teaching reading in the 21st

           century: A glimpse at how special education teachers promote reading comprehension.

           Learning Disability Quarterly, 33. 59-74.