scholarly journals ‘I’m Dyslexic but What Does That Even Mean?’: Young People’s Experiences of Dyslexia Support Interventions in Mainstream Classrooms

2021 ◽  
Vol 23 (1) ◽  
pp. 284-294
Author(s):  
Helen Ross
Keyword(s):  
Mainstream Classrooms

The Impact of Pragmatic Delays for Deaf and Hard of Hearing Students in Mainstream Classrooms

PEDIATRICS ◽  
2020 ◽  
Vol 146 (Supplement 3) ◽  
pp. S292-S297
Author(s):  
Louise Paatsch ◽  
Dianne Toe
Keyword(s):  
Hard Of Hearing ◽  
Mainstream Classrooms ◽  
The Impact

Decision-making regarding adjustments for students with special educational needs in mainstream classrooms

2020 ◽  
pp. 1-27
Author(s):  
Mark Carter ◽  
Amanda Webster ◽  
Jennifer Stephenson ◽  
Neale Waddy ◽  
Robert Stevens ◽  
...  
Keyword(s):  
Decision Making ◽  
Educational Needs ◽  
Special Educational Needs ◽  
Mainstream Classrooms

Koories in the Classroom

1985 ◽  
Vol 13 (5) ◽  
pp. 34-38 ◽  
Author(s):  
P. Bamblett
Keyword(s):  
Social Order ◽  
Teaching Styles ◽  
Educational Facilities ◽  
Cultural Traditions ◽  
British Occupation ◽  
Mainstream Classrooms ◽  
Dominant Society ◽  
Children’S Behaviour ◽  
Australian Tradition ◽  
Aboriginal Children

Despite growing initiatives in Aboriginal-designed educational facilities, most Aboriginal children still undertake their schooling in mainstream classrooms where methodology and organisation have evolved according to a white Australian tradition.The school system is an institution relentlessly perpetuating the stereotypes and social order that have been Australia’s since the British occupation. Aboriginal children are seen to ‘underachieve’ in terms of a system designed to meet the needs of the dominant society. While ‘underachievement’ may be slightly diminished by adjustments in teaching styles, these changes should be part of an overall classroom strategy that is based on an understanding of Aboriginal characteristics and cultural traditions, and a realisation that Aboriginal children’s behaviour reflects their experience of a largely racist society.

scholarly journals ESL and content teachers’ collaboration

2019 ◽  
Vol 14 (1) ◽  
pp. 1-18
Author(s):  
Amanda Giles ◽  
Bedrettin Yazan
Keyword(s):  
Teacher Learning ◽  
Learning Outcomes ◽  
Administrative Support ◽  
Teaching Practice ◽  
School Administrators ◽  
Collaborative Partnerships ◽  
Esl Students ◽  
Esl Teachers ◽  
Educational Stakeholders ◽  
Mainstream Classrooms

This paper reviews the earlier studies to synthesize the benefits and challenges of ESL and content teachers’ collaboration and discusses Amanda’s recent experiences of collaboration in a middle school in the Southeastern U.S. Previous studies document the collaborative benefits (DelliCarpini, 2018), which include teacher learning, increased ESL students’ participation, and strengthened professional partnerships. However, ESL and content teachers’ collaboration has yet to become a routine teaching practice in the U.S., particularly in secondary mainstream classrooms, because of the reported challenges (Dove & Honigsfeld, 2018), such as teachers’ incompatible personalities and beliefs (Arkoudis, 2003), conflicting schedules (Peercy, Ditter, & DeStefano, 2016), inconsistent administrative support (Villa, Thousand, Nevin, Liston, 2005), and the ESL teacher’s relegated role compared to the content teacher (Ahmed Hersi, Horan, & Lewis, 2016). In order for ESL and content teachers’ collaboration to be a pathway for equitable learning outcomes for ESL students, educational stakeholders, namely content teachers, ESL teachers, and school administrators, need to share responsibility for planning for and teaching ESL students. This begins with school administrators who can foster a culture of collaboration, and content and ESL teachers who can take steps to build and strengthen collaborative partnerships. More specific recommendations are discussed in the conclusion.

scholarly journals The Potential To Learn: Pre-Service Teachers Proposed Use Of Instructional Strategies For Students With A Learning Disability

2010 ◽  
Vol 3 (10) ◽  
pp. 27 ◽  
Author(s):  
Stuart Woodcock ◽  
Wilma Vialle
Keyword(s):  
Learning Disabilities ◽  
General Education ◽  
Special Needs ◽  
Learning Disability ◽  
Instructional Strategies ◽  
General Education Teachers ◽  
Future Research ◽  
Students With Special Needs ◽  
Mainstream Classrooms ◽  
Service Training

Over recent years, moves toward the inclusion of students with special needs in mainstream classrooms has brought about increasing attention to the way general education teachers perceive these students. Commensurate with this has been a growing interest in what may constitute educational success for children with special needs in mainstream classrooms, plus the ability of general education teachers to provide effective and appropriate instruction for them. It is known that teachers form beliefs about the process of teaching during their pre-service training and also that once a belief has been held for a long time, it becomes extremely difficult to change (Bandura, 1977, and Liljedahl, 2005). With learning disabilities being one of the most common disabilities in the classroom (Clark, 1997, and Clark & Artiles, 2000), it was considered that the need to further explore pre-service teachers’ perceived use of instructional strategies in relation to students who have what is termed learning disabilities, is indeed critical. This study looked at the instructional strategies Australian pre-service teachers reported they would use for students with a learning disability compared to students without a learning disability. The findings show that pre-service teachers favour more direct teacher-centred instructional strategies for students with a learning disability and more learner-centred instructional strategies for students without a learning disability. The greatest discrepancy in strategy use between the two groups of students was the higher cognitive level instructional strategies within a learner-centred environment. Pre-service teachers would use these strategies more frequently with students who do not have a learning disability. Implications for future practice and recommendations for future research are presented.

Using SIOP Model to Engage Students and Promote Academic Knowledge of English Learners (ELs)

2019 ◽  
pp. 367-395
Author(s):  
Badera Muhanna
Keyword(s):  
English Learners ◽  
Graphic Organizers ◽  
The United States ◽  
Classroom Teachers ◽  
Academic Knowledge ◽  
Effective Strategies ◽  
Mainstream Classrooms ◽  
Teaching Content ◽  
Level 3 ◽  
Observation Protocol

The increased number of English learners (EL) in mainstream classrooms in the United States necessitates the use of effective strategies to support ELs' learning. Previous studies have shown that the sheltered instruction observation protocol (SIOP) model is effective in teaching content subjects to EL students. In this chapter, the SIOP model has been incorporated to teach a science unit to students of level-3 English proficiency. This chapter includes an introduction, literature review, unit about plants, and conclusion. The unit has 10 lessons with several features of the SIOP model to serve as an example for mainstream classroom teachers. Features used in this unit include visuals, graphic organizers, vocabulary previews, hands-on activities, video clips, charts, rubrics, and different forms of assessment. If implemented, the SIOP model can be a tool for classroom teachers in making content knowledge accessible to EL students and help them succeed in their learning.

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