υ I T e a c h i n g [ s t u d e n t s w i t h d i s a b i l i t i e s ] i s t h e m o s t r e w a r d i n g , t i r i n g , c o m p l i c a t e d , c o n f u s i n g , r e a c t i v e , i n t e r a c t i v e , t h o u g h tp r o v o k i n g , f u n . . .
An instructional model for improving reading skills of very poor readers is offered. The approach includes several basic components: curricular assessment and placement in lower levels of classroom curricula, direct instruction in deficit skill areas, data-based instruction as a means of evaluating daily pupil progress, repeated practice of reading stories to achieve proficiency, and contingency management, where stories must be mastered before proceeding to subsequent stories. Initially, students read orally and are evaluated daily for reading accuracy, rate, and oral comprehension. Gradually, students are encouraged to read silently and to write responses to comprehension questions. Included are pupil progress data for 159 mildly learning handicapped students who have received this type of instruction. Student gains have been similar for learning disabled, behavior disordered, and mildly retarded students. Economically disadvantaged and students served in cross-categorical resource rooms have progressed at a slightly higher rate than the other groups of mildly handicapped students.
Two computer simulation programs have been developed for use as instructional aids for preparation of special education teachers. The first set of simulations was designed to assist teachers of the mildly handicapped in selecting precise, data-based solutions to classroom learning and beha viorproblems. Particular emphasis was placed upon cueing teachers to select optimal strategies to enhance teacher consultation between special and regular educators. Optimal strategies were determined by conducting a validation study wherein experts rank-ordered four possible solutions for each of several simulation situations. In evaluations given to 36 subjects before and after the computer simulation program, there were significant differences (p < .05), with posttest selections to be more nearly like the strategy selection of trained, experienced consulting teachers. The second set of simulations was designed to prepare teachers to use direct, curricular-based assessments to determine pupil performance and to evaluate performance data. Opinion questionnaires completed by 51 teachers and administrators using these programs resulted in very favorable opinions toward computer-assisted instruction.
This paper discusses how the collaborative relationships of classroom, remedial, and special education teachers might be improved to develop specialized reading programs for low achieving and handicapped students. Collaboration in the context of a teacher consultative process is described, focusing on the current status of some remedial reading education programs. A decision-making framework (Levels of Intensity of Intervention) is also presented for determining content of instruction for students with special needs, with emphasis placed upon using the framework at various stages of the collaborative consultation process. Included is an example of a collaborative reading program matched to the framework and the stages of collaborative consultation for problem solving and modification of programming and instruction. Finally, consideration is given to funding and administration of such collaborative, specialized reading programs.
With recent changes in the philosophy regarding placement of handicapped students, special educators are now often asked to serve as consultants to regular educators. A computer simulation was designed to expose special educators to some of the situations they may encounter in this new role. First, a Master Test was developed describing 30 typical consulting situations. Next, “correct” choices on this test were validated by experienced graduates of four university consulting teacher programs. Then the twenty situations on which there was a consensus of opinion were expanded into computer simulations of the problems, in which the participant was shown the likely consequences of each choice and asked to make further decisions to solve the problem. The Mastery Test was given to 19 special educators before and after they completed the simulation. Results indicated that the simulation enabled subjects to choose strategies significantly more like those of expert consulting teachers.
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