Placement in a regular school and class is an option provided for some
exceptional students, in instances when it is felt that a student's learning
needs can be appropriately met in a class of non-disabled peers.
Like all placement options, placement of an exceptional pupil in a regular
class depends for its success on good planning.
Teaching Strategies
Following are descriptions of some teaching strategies that have proven
successful for integrated students.
Peer Tutoring
Peer tutoring is an effective way of promoting interaction between
exceptional and non-exceptional students. Students who are not disabled develop
positive attitudes towards their exceptional peers as they spend more time with
them. These positive attitudes in turn lead to greater self-confidence and a
sense of belonging on the part of the exceptional student.
Peer tutoring programs can range from an informal helping or
"buddy" arrangement to a more structured and closely monitored
system. It is important that the non-disabled student be trained to be an
effective tutor. Peer tutors may do anything from teaching academic skills to
providing assistance in activities of daily living (such as getting around at
school).
In addition to tutoring, students in the school may function in the role of
helper, or they may become involved in co-operative learning activities (see p.
17). Both of these activities generally allow students to interact in a small
group, often under the direction of the special-class teacher.
Team Teaching
Where special classes are located in a regular school, the teachers of those
classes often work co-operatively with their colleagues in the same division.
In some instances this may involve team teaching. For example, regularclass and
special-class teachers may bring their students together to participate in a
joint activity (e.g., a class in physical education, art, or music). In this
way teachers not only share their respective strengths and expertise but also
promote interaction among their students.
Co-operative Learning
Co-operative learning is an excellent way of including students with
developmental disabilities in group activities. Co-operative learning is an
instructional or play situation in which students perceive that they can
achieve their desired goal only if they work together and co-operate as a
group. Each individual in the group is seen as contributing to achievement of
the desired goal. Occasions occur naturally in which students can help each
other to accomplish a task. For example, Grade 1 children are involved in
co-operative learning when they work together to create a collage, entitled
"Our Pets", out of photographs contributed by all of the pupils in
the group. Similarly, secondary school students are involved in a co-operative
learning experience when they sell cassette tapes to raise money to take a
four-day trip; in this case all of the students in the group contribute to the
success of the trip by selling as many tapes as possible.
Other Helpful Practices
In addition to the teaching strategies, the following practices will help
students integrate into regular school programs.
Positioning of Classrooms and
Individuals
Learning environments for students with special needs should be located in
settings that are age-appropriate and that allow these students to be visible,
to interact with others, and to participate as part of the school community.
Where students are placed in special classes, these classes should be situated
within their appropriate divisions; for example, Primary classes should be
situated within the Primary Division. At the secondary level, it is suggested
that special classes be situated close to other "homeroom" programs.
Where students are integrated into regular classes, their placement should be
with children as close to their chronological ages as possible.
The location of individuals in the classroom should reflect the important
goal of providing for their maximum interaction and involvement with their
peers and should allow them to move from one area or activity to another. At
times it may be necessary to consider special positioning within the class to
accommodate special learning needs (e.g., a vision or hearing impairment).
Co-operative Planning
Open communication should exist between regular and special educators. It is
hoped that teachers will pool their expertise, time, and resources in an effort
to meet the needs of exceptional students. The joint planning of learning
objectives, activities, and strategies will allow for consistency in program
implementation.
Support for Regular Teachers
Support should be provided to regular classroom teachers to assist them in
modifying their programs to meet the individual needs of integrated students.
This support should include guidance from consulting staff, as well as
classroom support (e.g., teaching assistant, parent volunteer, peer tutor) if
necessary. Arrangements should be made to provide special materials and
resources as required.
Education of Staff and Students
In-service training should be provided to both staff and students to develop
an understanding of the special needs of these students.
Clarification of Expectations
A clear system of evaluation should be in place whenever students are
integrated into regular subject areas and the curriculum is modified to meet
their needs. Students should always have a good understanding of what is
expected of them and how they will be evaluated, so that there is no ambiguity
about where they stand.
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