Implementing the Regular Education Initiative in Secondary Schools

Abstract

Discussions on the Regular Education Initiative (REI) have not addressed the significant differences that exist between the organizational structures, curricula, and other features of elementary and secondary schools. It is argued here that wholesale application of the REI to both elementary and secondary schools is a gross oversimplification of a complex problem. This article reviews potential barriers to implementing the REI with mildly handicapped adolescents in secondary schools and then discusses a set of factors central to developing a workable partnership that is compatible with the intent and goals of the REI but that is also realistic in responding to the unique parameters of secondary schools.

Secondary Inclusion Programs for Students with Mild Disabilities

“…There is a larger gap between the skill level of students and classroom demands at the secondary level. Students with disabilities at the secondary level lack the basic academic skills, as well as learning skills/strategies necessary for success (Rieth & Polsgrove, 1994;Schumaker & Deshler, 1988;Zigmond, 1990 tent such as mathematics across a range of skill levels, but they also must provide instruction related to careers/vocations, functional living skills, survival skills, transition from high school to a variety of settings, and so forth. 4.…”

The effects of strategy instruction on the reading comprehension achievement of junior secondary school students.

“…The Multipass Strategy was one of the earliest strategy interventions developed and used several repeated reading passes through a literary passage to gain comprehension. Furthermore, several researchers have pointed out that broad-based studies evaluating leaming assistance programs as an intervention approach at the junior high school level are virtually non-existent (Baker & Zigmond, 1995;(Clark, 1993;Deshler, Schumaker, Lenz, & Ellis, 1984;Schumaker & Deshler, 1988).…”

“…This finding has been reiterated more recently by Baker and Zigmond, (1995), Clark ( 1993), Knight ( 1993) Bender ( 1995 and Palincsar and Brown, ( 1987). There is an urgent need for empirical research on the efficacy of leaming assistance intervention programs so that they can be refined or changed with sound reason (Pelosi, 1981;Schumaker, Alley, Wamer, & Deshler, 1980;Schumaker & Deshler, 1988). To this researcher's knowledge, no empirical evaluation of the effectiveness of leaming assistance programs in this school district under study has been carried out.…”

“…Further research questions leading to meaningful and effective interventions for high school students with learning, reading, and writing disabilities must be asked and interventions must be evaluated. (Bender, 1995;Schumaker & Deshler, 1988). Questions, theories and definitions leading to group membership, after all, ought to lead to more efficient and effective interventions.…”

“…This would require a change in the curricular 49 requirements established by the Ministry of Education. If that doesn't change, however, then a potential barrier to success consists of the very large gap between the skill level of students with learning, reading, and writing disabilities and the setting demands of the regular, inclusive classroom Schumaker & Deshler, 1988). Based on the findings and results of a few researchers the intervention seems obvious: school should concentrate on programs that will raise the academic achievement of its students with learning disabilities (Weishew & Peng, 1993).…”