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ERIC Number: ED409551
Record Type: RIE
Publication Date: 1996-Apr
Pages: 22
Abstractor: N/A
Academic Diversity: Reading Instruction for Students with Special Needs.
Nichols, William Dee; And Others
Students with special needs are increasingly taught in the least restrictive environment, which often means the general education classroom. Mainstreaming and inclusion provide the most appropriate education for each student in the least restrictive setting, considering the education needs of students rather than their clinical labels. A key ingredient of the legislative mandate for mainstreaming is the development of an individualized education plan (IEP) for each student with disabilities. The general education classroom teacher's total involvement in the team process is the key to successful implementation of the IEP. A student with special needs will benefit from the same individualized approach to learning that every student needs. Attention-deficit hyperactivity disorder (ADHD) is one of the most common disorders among children. While at times this disorder can be frustrating to the teacher and disruptive to the classroom, there are effective environmental and instructional strategies that the teacher can take advantage of to ensure a successful learning climate for the child with attention-deficit hyperactivity disorder. Gifted students also require instruction matched to their needs. Today's schools are recognizing their special needs, and teachers are differentiating their reading instruction to meet these needs. In this manner, all students are ensured of an equal opportunity to succeed in school. (Contains 13 references.) (RS)
Publication Type: Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: Paper presented at the Annual Meeting of the Society for the Scientific Study of Reading (3rd, New York, NY, April 1996).