General and Special Education are (and Should Be) Different

Zigmond, Naomi; Kloo, Amanda

doi:10.4324/9780203837306.ch13

Cited by 26 publications

(47 citation statements)

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“…This process creates more strangers, more surplus children and thus more exclusion. Contrariwise, those who support the continuation of special programmes believe that special education is a service which needs to remain alive in mainstream settings and that not all students' needs are best served in mainstream schools (Forbes, 2007;Zigmond & Kloo, 2011). Zigmond and Kloo (2011, p.170) challenge the idea that special education is so not-special that it can be delivered by mainstream teachers.…”

Section: Moving Towards Inclusive Education?mentioning

confidence: 99%

The value of differentiated instruction in the inclusion of students with special needs/ disabilities in mainstream schools

Strogilos

2018

SHS Web Conf.

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Abstract. The aim of this presentation is to analyse the current international policies on inclusion and to discuss the value and use of differentiated instruction as a means to the inclusion of students with special needs/ disabilities in mainstream settings. The movement to inclusion requires teachers to create inclusive learning environments, which would encourage the use of practices that would benefit all students. In this respect, differentiated instruction has rapidly evolved as a teaching approach to meet the diverse and heterogeneous needs of students with special needs/ disabilities in mainstream classrooms. Modifying and adjusting instruction to allow all students in a classroom to access the general education curriculum is at the heart of inclusive education. In this presentation, I shall discuss the development of differentiated instruction as a means to inclusion for students with special needs/ disabilities in mainstream classrooms. Information will be provided with regard to the main principles of DI as well as the basic criteria in designing individualized adaptations for these students. In addition to this, I will review the factors which influence the development of differentiated instruction based on research findings. Finally, I will argue that differentiated instruction provides a learning environment which takes into consideration the individual characteristics of students and, as such, is a useful approach for the inclusion of students with special needs/ disabilities in mainstream settings.

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Section: Moving Towards Inclusive Education?mentioning

confidence: 99%

The value of differentiated instruction in the inclusion of students with special needs/ disabilities in mainstream schools

Strogilos

2018

SHS Web Conf.

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“…Just so, it is the classification of "intellectual disability" that facilitates the special education response of segregated special schools (Pfahl & Powell, 2011). There are some parents and professionals who would not agree that in securing entry into special schools, disability labels are a negative thing because of the specialist resources and teaching that special schools can offer (e.g., Carr, 2005;Zigmond & Kloo, 2011). However, I would argue that this is, indeed, a damaging outcome and will explore this hypothesis further below.…”

Section: Negative Consequences Of Labellingmentioning

confidence: 99%

“…Including students with intellectual disability in the general curriculum-with its academic nature, prerequisite knowledge and skills, and limited access to support for meaningful engagement-can pose a dilemma for both regular and special educators, (Zigmond & Kloo, 2011). Children with intellectual disability, therefore, are likely to experience "strictly functional curricula" (Ashby, 2010, p. 346).…”

Section: Curriculummentioning

confidence: 99%

“…Although there are potential benefits associated with identifying intellectual disability; for example, raising awareness of individuals at risk of educational need (Anastasiou & Kauffman, 2011); as a protective factor when children are socially inappropriate-the label allows for special dispensation (Siperstein, Norins, & Mohler, 2007); eligibility for additional funding (see Department of Education, Employment and Workplace Relations, 2011); provision of special educational services (Lalvani, 2014); and delivery of targeted interventions (Zigmond & Kloo, 2011), the classification of children according to disability diagnoses raises some difficult matters. For example, definitions of intellectual disability, such as those used by DET, locate the "issue" of disability within the child who is labelled thus (and turn attention away from the social constructs that disable an individual); require a benchmark of "normality" (a concept which changes with time and place and individual perception); and are associated with negative consequences for the children so labelled.…”

Section: Adaptive Behaviourmentioning

confidence: 99%

“…Parents, educators, and researchers who advocate for special schooling for students with disability believe that much of the disadvantage that children with intellectual disability experience can be lessened by special schooling rather than be caused by it (see, for example, Zigmond & Kloo, 2011). For example, it has been argued that mandatory inclusion in mainstream classes and schools can be a form of exclusion (Anastasiou et al, 2015;Jackson & Irvine, 2013) due to the nature of the regular schooling system and its busyness, speed, complex language base, inaccessible curriculum, and teaching styles.…”

Section: Special Segregated Schooling For Children With Intellectualmentioning

confidence: 99%

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Improving Professional Development to Enhance Reading Outcomes for Students in Special Education

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The purpose of this article is to focus specifically on professional development that is needed to ensure that preservice and in-service teachers are prepared to deliver intensive intervention to enhance reading outcomes of students in special education. Our aim is to provide recommendations to ensure that special educators are prepared to design and implement data-based individualization in the area of reading. We highlight what special educators need to know to implement data-based individualization and provide recommendations for improving professional development using findings from federally funded projects. Implications for practice and next steps for research and policy are provided.

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General and Special Education are (and Should Be) Different

Cited by 26 publications

References 0 publications

The value of differentiated instruction in the inclusion of students with special needs/ disabilities in mainstream schools

The value of differentiated instruction in the inclusion of students with special needs/ disabilities in mainstream schools

An exploration of parental decisions to transfer children from regular to special schools

Improving Professional Development to Enhance Reading Outcomes for Students in Special Education

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