Clues for bingo activity - Project IDEAL



Clues for Bingo Game Activity for: Attitudes and Beliefs About Special Education and Students with Disabilities

Attitudes and Beliefs

According to Richardson (1996) in a seminal review piece, they are defined as a subset of a group of constructs that name, define, and describe the structure and content of mental states that are thought to drive a person’s actions.

IDEA

It, according to Gorn (1997), is a federal funding statute that provides financial aid to states in their efforts to ensure adequate and appropriate services for children with special needs. In order to qualify for special education and related services under it, a student must satisfy both parts of a two-part test. First, the student must meet the definition of one or more categories of disability delineated under this legislation. Second, the student must be shown to be in need of special education and related services as a result of his or her disability or disabilities.

IEP

This acronym is, perhaps, among the most important in special education. While there is no federally mandated format (Gorn, 1997), it is considered to be the cornerstone of special education (Tomey, 1995). It serves as the blueprint for each child’s specialized instruction within the parameters of services agreed upon by team members (Conderman & Campton, 1992). It must be in effect at the onset of the school year and describe the special education and related services specifically designed to meet the unique educational needs of a student with special needs.

Mainstreaming

Effort to move children with special needs out of the special education classroom into the regular education classroom to the maximum extent possible. In the past, it referred to placing students with special needs into the regular education setting for non-academic periods (e.g., lunch).

Inclusion

It refers to a movement to educate all students in their neighborhood schools and in regular education classrooms. It can also refer to an effort to educate all students, even those with severe disabilities, in regular education classrooms. It is grounded in the premise that students with special needs attend the school that they would otherwise attend if not disabled.

Prospective Teachers

In the United States, they are predominantly women who are of Euro-American dissent, from the middle class, and, from rural or suburban communities. They are reported to have a “narrow framework of experience” (Paine, 1989) and an “unrealistic optimism” (Weinstein, 1989; Pajares, 1993). They have generally been characterized as being “culturally insular” (Zimpher, 1989; Feiman-Nemser & Remillard, 1995, 1996) and as homogenous (Grant & Secada, 1993).

Public School Student Population

By the year 2016, according to the NCES (2008), it is anticipated to be 53.3 million.

Section 504

It is a broad civil rights law, which protects the rights of individuals with disabilities in programs and activities that receive federal financial assistance from the United States Department of Education. It defines a person with a disability as anyone who: (1) has a mental or physical impairment which substantially limits one or more major life activity (such as caring for one’s self, performing manual tasks, walking, seeing, hearing, speaking, breathing, learning and working); (2) has a record of such impairment; or (3) is regarded as having such an impairment. It bears mention that a student who is eligible under IDEA will always meet the definition of eligibility under this broad civil rights law (but the inverse is not the case) (Gorn, 1997).

Students with Special Needs

Currently, as noted by Arends (2008), 47% of these individuals spend 80% or more of their day in general education classroom settings. In addition, in the 2004-2005 school year, over 5.9 million had IEPs which constitutes almost 14% of the public school population (NCES, 2008).

Attitudes & Beliefs Bingo Game – References

Arends, R. I. (2008). Learning to teach (7th ed.). Boston: McGraw Hill.

Conderman, G. J., & Campton, M. (1992). Experiencing the change process: A personalized approach for IEP writing for preservice teacher training programs (Report No. EC-302-619). Kearney, NE: University of Nebraska at Kearney. (ERIC Document Reproduction Service No. ED 364 047)

Feiman-Nemser, S., & Remillard, J. (1995). Perspectives in learning to teach (Report No. SP-036-485). East Lansing, MI: National Center for Research on Teacher Learning. (ERIC Document Reproduction No. ED 392 749)

Feiman-Nemser, S., & Remillard, J. (1996). Perspectives on learning to teach. In F. B. Murray (Ed.), The teacher educator’s handbook: Building a knowledge base for the preparation of teachers (pp. 63-91). San Francisco: Jossey-Bass.

Gorn, S. (1997). What do I do when...The answer book on special education law (2nd ed.). Horsham, PA: LRP.

Grant, C. A., & Secada, W. G. (1990). Preparing teachers for diversity. In W. R. Houston, M. Haberman, & J. Sikula (Eds.), Handbook of research on teacher education: A project of the association of teacher educators (pp. 403-422). New York: Macmillan.

National Center for Education Statistics (2008a). NCES fast facts: Enrollment trends. Retrieved May 30, 2008 from the World Wide Web: fastfacts/display.asp?id=65

National Center for Education Statistics. (2008c). Selected findings: Public elementary and secondary schools and students, school year 2004-2005. Retrieved June 1, 2008 from the World Wide Web: overview04/01.asp

Paine, L. (1989). Orientations toward diversity: What do prospective teachers bring? (Research Report No. 89-9). East Lansing, MI: National Center for Research on Teacher Education.

Pajares, F. (1993). Preservice teachers’ beliefs: A focus for teacher education. Action in Teacher Education,15, 45-53.

Richardson, V. (1996). The role of attitude and beliefs in learning to teach. In J. Sikula, T. J. Buttery, & E. Guyton (Eds.), Handbook of research on teacher education: A project of the association of teacher educators (2nd ed., pp. 102-119). New York: Macmillan.

Tomey, H. A. (1995). IEP: Individualized education program: The process. Richmond, VA: Virginia Department of Education.

Weinstein, C. S. (1989). Teacher education students’ preconceptions of teaching. Journal of Teacher Education, 40, 53-60.

Zimpher, N. L. (1989). The RATE project: A profile of teacher education students. Journal of Teacher Education, 40, 27-30.

Note: for additional resources, please see the complete reference list that accompanies the module.

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download