Special education teachers often are not able to grasp knowledge of all the subjects to cater for children with special needs despite their rich collection of learning strategies. Regular education teachers often are not able to distinguish which students in their classrooms…
Different ways exist in which the children can obtain instructional support. I would approach teachers with the fact that collaboration enables students to learn in a minimal restrictive environment.
In an assessment of whether the children are all having the same learning experience, I would be able to generate a report to show that special needs children need more specialized learning techniques as compared to the regular students. I will bring the teachers into account by telling them that each of them is responsible for everything that happens in a particular classroom. There should be a closer working association between the regular teachers and the special needs teachers (Solis, Vaughn, Swanson & Mcculley, 2012). The special education teachers are responsible for delivery of content in areas they are certified and experienced in, as a way of supporting teachers with no background in special education.
I will therefore stress the importance of incorporating collaboration models such as team teaching in the school curriculum. This will involve the special and regular education teachers working together to cater for the needs and curiosity of all the students. The special education teachers guide the regular teachers on how to make alterations in the teaching skills in order to satisfy the needs of all students (van Garderen, Hanuscin, Lee & Kohn, 2012).
van Garderen, D., Hanuscin, D., Lee, E., & Kohn, P. (2012). QUEST: A collaborative professional development model to meet the needs of diverse learners in K‐6 science. Psychology in the Schools, 49(5), ...
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