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ERIC Number: EJ793542
Record Type: Journal
Publication Date: 2008-May
Pages: 7
Abstractor: ERIC
Reference Count: 17
ISBN: N/A
ISSN: ISSN-0094-0771
Engineering Successful Inclusion in Standards-Based Urban Classrooms
Voltz, Deborah L.; Sims, Michele Jean; Nelson, Betty; Bivens, Carmelita
Middle School Journal (J3), v39 n5 p24-30 May 2008
Eighty-two percent of public school teachers teach in classrooms that include students with disabilities. Yet some research has suggested that many teachers feel ill-prepared to implement standards-based reform in heterogeneous learning environments. In a national survey of 400 general education teachers, less than half (37%) reported that they felt well-prepared to teach students with disabilities according to their states' content standards. Evidence also indicates that accountability assessments may encourage the reluctance of general education teachers and administrators to embrace the inclusion of students with disabilities for fear that the scores of these students will depress school or class scores. Increased referral rates to special education also have been associated with standardized test-driven accountability systems. Consequently, given the apparent tension between the increasing standardization of educational goals and the increasing diversity of the student population, efforts should be made to assist teachers in reconciling and successfully implementing these critical themes in urban middle school education. The framework featured in this article, M[superscript 2]ECCA, was designed to address this dilemma. It is grounded in four instructional approaches that address the needs of diverse learners: multicultural education, universal design, sheltered instruction, and differentiated instruction. The M[superscript 2]ECCA framework describes how these four approaches inform the methods, materials, environment, content, collaboration, and assessment required for success in diverse, standards-based classrooms. It provides a structure that helps teachers analyze their instructional approach to facilitate the progression of diverse learners along an established continuum of skills and abilities. The balance of this article will focus on the application of the M[superscript 2]ECCA framework. Throughout, the authors will describe what happened with one student, Derrick, as two of his teachers, Ms. Taylor and Ms. Noble, used the M[superscript 2]ECCA framework to guide their instructional practices.
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A