Abstract
The paper discusses partnerships between a teacher and an educational assistant (EA). The paper highlights that the teacher is ultimately responsible for the learning of special needs students; however, the educational assistant is also an important contributor to the delivery of their education. The paper comments on the many factors that make this an effective relationship such as enhancing student learning, achieving student success with the same goal in mind and communication, being flexible, and keeping an open line of communication. Teachers and educational assistants should form the best of partnerships. The paper also notes that teamwork, collaboration and trust, between these two key figures, are also essential.

From the Paper
"There are many factors that make this an effective relationship. Both teachers and EA's have a set of roles and responsibilities. When both parties complete their roles effectively a positive partnership should develop. "The presence of a paraeducator who provides instructional support to students changes the role of the teacher. Some teachers welcome the changes. They recognize that it would be impossible for special education students to thrive in general education classes without personal assistance. Teachers also recognize that a full caseload of students means that they, working alone, cannot possibly provide an appropriate amount of personal assistance to each student."

Tags:personal, basis, rewarding, experience, interpret, assessment, programs, develop

Abstract
This paper discusses the recent growth in the educational integration of mainstream and disabled students. This has resulted in a reciprocal growth of the body of literature covering issues of inclusion practices. The writer discusses the literature on inclusionary practices by focusing on specific methods of inclusion, influences on inclusion, and the available resources for teachers wanting to increase their inclusionary skills. Additionally the paper examines the area of teacher beliefs, and the impact of such beliefs on teaching practices. The paper argues that more needs to be learned about the impact of teacher beliefs on the inclusion practices within the classroom.

Outline:
Introduction
Successful Teacher Practices
Adaptive Instructional Practices
Organizational Influences
Exemplary Practices in Inclusion
Available Resources for Promoting Inclusion
Teacher Beliefs
Conclusion

From the Paper
"Cooperative learning situations are those which bring together groups of students whose purpose is to seek solutions and outcomes beneficial to all members of the group. Groups can be composed of varying numbers of students and of varying skill levels. Structuring positive interdependence and promoting interactions characterized by help, accountability, and encouragement is created through cooperative learning. Results of effective cooperative learning are higher achievement, positive social interaction, social support, and higher self-esteem (Johnson, Johnson, & Holubec, 1988)."

Tags:collaboration, peer tutoring, adaptive inclusionist educator, problem solving, facilitation involvement curriculum disabilities

From the Paper
"Five and a half million children in schools today can be categorized as disabled. This counts for 11-12% of the school population. Additionally, the US Department of Education spends at least thirty billion dollars annually on special education, which accounts for 22% of total education spending (Staples 64). Inclusion, though not defined by law, is commonly known as the process by which young people and adults with disabilities and/or handicaps are mainstreamed into society. It is an attitude/belief system rather than an action or set of actions. As defined in Richard A. Villa and Jacqueline S. Thousand's book, Creating An Inclusive School, inclusion is "a way of life, a way of living together, based on a belief that each individual is valued and does belong" (6). Inclusion has provoked strong and often differing opinions within both general and special education. Critics disagree with the expected success of inclusive practices. However, inclusive education creates a sense of community, promotes equality in the classroom, and provides strategies to include learning disabled students successfully. Therefore, inclusion is beneficial to all students and must be recognized as educational reform that will result in a successful organizational change toward inclusion."

Tags:children, classroom, collaborative, disability, equal, exclusion, inclusion, learning, normalization, opportunities, peers, school, special, students, teaching

Abstract
This paper defines and examines the different types of learning disabilities that affect children. The author looks at research studies that compare the achievement of children with learning disabilities like dyslexia with children who are not impaired by a disability. The paper discusses LDs in conjunction with behavioral and emotional disabilities as well. The paper also mentions strategies that may improve the educational goals of children with LDs.

From the Paper
"It is not easy to say who is a learning disabled. A lot of arguments have taken place for a certain time in order to classify the learning disabled. According to the term "specific learning disability" means a disorder in one or more basic psychological processes involved in understanding or in using language, spoken or written, which may manifest itself in an imperfect ability to listen, speak, read, write, spell, or do mathematical calculations."

Tags:education, teach, method, brain, dysfunction, dyslexia, behavior, emotional, research, children, language, training

Abstract
This paper explains that inclusion is educating all children with disabilities in regular classrooms, regardless of the nature of their disabling condition, by providing necessary services within the regular schools and by having students with disabilities follow the same schedules as their peers. The paper then presents arguments for and against such inclusion. The paper suggests that the research upholds the position that the general classroom is the right place to support students with disabilities even when their behaviour presents significant challenges. Both the students with disabilities and their school-age peers benefit from full inclusion. A comparison table of the pro and con arguments on inclusion is included with the paper.

Table of Contents:
Introduction
What is Inclusion?
Legislation
The Debate
Research
Conclusion

From the Paper
"Emily Eaton was a severely disabled student who was enrolled in the neighbourhood school. She received support, but was a part of a regular classroom. After three years of struggling to meet her needs in a regular class, the school board felt that Emily would be better served in a special segregated class. Her parents appealed to the special education appeal board, however they upheld decision to place her in a segregated program. The Eatons then appealed to the Ontario Divisional Court, which dismissed the application."

Tags:schedules, placement, age-appropriate, relationships, benefit

Abstract
While acknowledging the contributions of medication, behavioral and social therapy, neurological/cognitive/brain-based training and environmental changes, this paper focuses on the evidence supporting the use of physical exercise as a treatment option. The author presents a case for children who have ADHD and suggests that making use of their inability to sit still can be channeled into specific, patterned movement (i.e. dance, martial arts, exercise) to stimulate brain activity and reinforce neurological connections that will facilitate focus and learning. Besides a review of scholarly journal articles, the paper also includes a case study that illustrates how one child with ADHD has benefited from spending half his day at school and the other half in a professional dance program (20+ hours a week).

Outline:
Definition, Prevalence, Comorbidity, Symptoms and Outcomes of ADHD
Neurological Information
Treatment Options
Case Study

From the Paper
"The frontal lobe region of the cerebral cortex allows for the planning and execution of complex and complicated tasks. We often refer to the activity of this portion of the brain as executive function, and we think that children with ADHD have deficits in executive functioning" (Schlozman & Schlozman, 2000). ADHD brains develop in fundamentally different ways. Yong (2007) reports how researchers from the National Institute of Mental Health found that ADHD brains develop on a delayed schedule. While the brain's four lobes develop in very much the same way, magnetic resonance imaging (MRI) revealed that that the thickness of the child's cerebral cortex differed from those of typical children. Life experiences make connections between nerve cells and the cortex thickens, with unused connections being trimmed away. Because these researchers found that ADHD brains matured about three years later, they consider ADHD a "disorder of delay, not deviance". Delays in the lateral prefrontal cortex in particular explain why children with ADHD have trouble "suppressing inappropriate thoughts and actions, directing attention, short-term memory and controlling movement." On the other hand, the primary motor cortex which helps to plan and control movements matured faster. These differences in maturation might neurologically explain the various characteristics displayed by children with ADHD."

Tags:impulsivity, inattention, disorganized, over, activity

Abstract
This paper addresses the impact of mainstreaming deaf children. It sights links between family and child as well as links between child and school. It focuses on specific forms of education for deaf children and the needs each style of learning will address. It favors the inclusion of deaf children while maintaining the uniqueness of the child's deaf community.

From the Paper
"Having a child who is deaf is a unique responsibility. Although deafness is generally seen as a disability, the Deaf community is a thriving culture bound by its own language (ASL), "a rich history of art, humor, literature and customs." Parents who discover they have a child who is deaf are faced with a series of life altering decisions unlike any they would make for a hearing child. (For the purpose of this paper, the Parents referred to will specifically, but not exclusively, be hearing parents). Having a child who is deaf in the family causes all previous dynamics to change totally. Parents are faced with choosing how to equip their child to communicate and interact in the family, school, and society. Once communication methods are chosen the parents must decide on the education methods best suited to their unique child. Being aware of the choices and decisions these parents face will make educators more involved and able to give educated suggestions. Understanding the family dynamics, choices and decisions involved in parenting a deaf child is the best way to understand the unique "deaf-abilities" these children bring to the classroom."

Tags:child, children, development, education, exclusion, inclusion, learning, mainstreaming, response, special, tailored, teacher

Abstract
This essay provides background information on what has been done thus far in the effort to improve the situation regarding special education. It also serves the purpose of illustrating the advantages and disadvantages of an inclusive education system, as well as possible methods to successfully integrate disabled children into public schools.

From the Paper
"In the past, special education systems have generally been operated as totally separate entities from public education systems(Kavale, 2000). Prior to the debates surrounding special education, this was looked upon as the best means for avoiding conflict while retaining a high standard of academics. Unlike today's education systems, schools in the fifties and sixties viewed the special education systems in schools as being most advantageous for the disabled children, much more beneficial than having them integrated into the general classroom. The Visutskie 2 classes were beneficial to the students, or so it was thought, in some ways in that they had low pupil to teacher ratios allowing for more individualized learning; there were specially trained teachers to adapt to the needs of the disabled children. Finally, the classes were homogenous meaning that all of the students in the class were disabled in one way or another and would be more successful in relating to one another(Kavale, 2000). L. M. Dunn's influential article(1968), brought forth the issue of whether or not separate classrooms for disabled students were actually beneficial to those students. Dunn's article, a revolutionary one in the field of special education, sparked a chain reaction of new ideas regarding change to policies in relation to special education. This flurry of debate eventually led to the passing of the Education of all Handicapped Children Act of 1975(to be renamed as the Individuals with Disabilities Education Act in 1985). This Act required that disabled students be provided with a least restrictive environment possible still ensuring adequate education and evaluation. Essentially, the passing of this Act required that special needs students be integrated into the classrooms along with students without disabilities(Kavale, 2000). As school systems tried to enforce the new law it became quite apparent that it was not going to be as simple as it seemed."

Tags:abuse, accommodation, add, adhd, disability, emotional, mental, physical, syndrome, teacher

Abstract
This paper discusses the strategies and resources available in the classroom for gifted children with ADHD. It focuses on the multiple exceptions of giftedness and attention deficit hyperactivity disorder (ADHD), explaining the characteristics that distinguish them from children with other disorders.

Outline:
Background Information
Strategies
Available Resources

From the Paper
"In addition to addressing students' learning disabilities, it is important to encourage their special talents and interests. This holds quite true when dealing with a gifted student who also has ADHD. Fortunately, many characteristics of gifted students are similar to those with ADHD, so planning for a student with both is a little easier that planning for a student who has other multiple exceptionalities. The following characteristics are often found in children with both giftedness and ADHD: restlessness, high energy level, problems sleeping, underachievement, frustration, disorganization, forgetfulness, moodiness, a tendency to miss details, and a tendency to question authority (http://add.about.com/od/doubleblessed/ADHD_and_Giftedness.htm). Keeping these characteristics in mind, one could plan and program effectively for the gifted ADHD student. Ken Weber and Sheila Bennett suggest several strategies to use in the classroom when working with a gifted student or a student with ADHD. Combining these strategies should prove effective when working with a student with both exceptionalities. The teacher should establish an environment which clearly shows that intelligent thought and creativity are valued. In this environment, the student should be seated away from distracting stimuli, such as the doorway. If possible, the student should be seated near a stable peer model. Teachers should encourage students to discover and develop their special abilities. This can be done by arranging learning experiences that go beyond the normal knowledge level of that particular grade. Although students are discovering their learning on their own, teachers must still monitor them and ensure that they are remaining on task. Gifted students with ADHD often lack social skills and self-confidence. Teachers should focus on building self-confidence in this type of student. They should look for positives and praise the student when appropriate."

Tags:teachers, monitor, underachievement

Abstract
This paper discusses how a great number of students with learning disabilities are at high risk for educational failure because they often have difficulty remembering materials covered in school and how their teachers can help these students improve their performance and their long term success through mnemonic instruction. It examines various studies on the topic and reviews relevant literature. It evaluates how the majority of research indicates that using basic phonetic instruction alone is insufficient, especially for students with learning disabilities. When basic skills are taught in conjunction with mnemonic strategies, memory improves because well established pictures in the memory bank to link new information and trigger a strong electrical impulse to help recall the new information. The research studies have consistently shown that mnemonic strategies can be taught to students of all ages and of all levels of learning disabilities. Studies have also shown that when students are taught mnemonics to help them study, they begin to use mnemonics on a regular basis and also begin to make up their own memorization techniques.

From the Paper
"The traditional theory of learning, which has been used in the past as a supplement to the mass schooling approach of the early 19th century, is that in order for a student to learn complex skills such as reading, he must first become adept at making sense of the smallest components of the language (for example letters) and then advancing to larger components (for example sounds, words, and sentences). Phonics supporters generally agree that by employing "the direct approach" in regards to instruction, as well as providing an undeviating focus on logical sequencing, students will effectively learn to identify words quickly and consistently, as well as improving their spelling, vocabulary, handwriting, listening, and thinking skills (Share and Stanovich, 1995)."

Tags:children, memory, bank, teachers, phonetic, language, skills