Effective Strategies for General and Special Education Teachers

Today’s teachers are asked to educate ALL students using research-based strategies in inclusive classrooms. The following review will include three research based instructional strategies and one teaching model all of which are elements that can increase the success of students at risk for learning problems. Instructional strategies explored in this review are class-wide peer tutoring, direct instruction and the behavioral strategy of self-monitoring. The teaching model is known as co-teaching, a model which is becoming the norm in schools in southeast Michigan. It is hypothesized that concrete knowledge of research based instructional methods that can be used in co-teaching situations may reduce rates of teacher frustration and attrition, and will improve academic and behavioral performance of students in a variety of settings. EFFECTIVE STRATEGIES FOR GENERAL AND SPECIAL EDUCATION TEACHERS By Heather A. Martel A Senior Thesis Submitted to the Eastern Michigan University Honors College in Partial Fulfillment of the Requirements for Graduation with Honors in Special Education Approved at Ypsilanti, Michigan, on this date _______________________ _____________________________________________ Dr. Karen J. Carney (Honors Sponsor) _____________________________________________ Dr. Carole W. Gorenflo (Honors Advisor) _____________________________________________ Dr. Michael Bretting (Department Head) _____________________________________________ Dr. James Knapp (Honors Director) Effective Strategies for General and Special Education Teachers Introduction On January 8, 2002, President Bush signed the No Child Left Behind Act (NCLB) into law. It is designed to ensure that “From this day forward all students will have a better chance to learn, to excel, and to live out their dreams. ” (www.whitehouse.gov/infocus/achievement/chap12.html). NCLB states that all teachers are to be highly qualified in the core subjects in every classroom, to use proven, researchbased instructional methods, and timely information and options for parents. Under NCLB, states are working to close the student achievement gap and make sure all students achieve academic proficiency, including those who are disabled and disadvantaged. A vital element in raising achievement scores of students involves using evidence-based teaching practices. As a result, educators are being asked to successfully teach ALL students, and to accommodate students who need it (U.S. Department of Education, 2007). To meet the requirements put out by NCLB, an increasing number of schools are moving towards educating students in inclusive classes, where classrooms contain a rich mix of students who are capable learners and also those at risk (with disabilities, English language learners, and from low SES backgrounds). In order to teach to students with such diverse abilities and backgrounds, accommodations need to be made. The background of the general education teachers for knowing how to make these accommodations as well as teach to the high standards of NCLB can be an issue. When accommodations are not made, struggling students fall behind academically and may exhibit behavior problems. As a result, teachers may become overwhelmed. Reactive and adverse teaching methods result in teacher frustration and can cause the teachers to withdraw from their position as an educator (Baker, 2005). However, teachers who are trained to use various research-based teaching methods, both instructional and behavioral, are better prepared to educate in diverse learning environments (Baker, 2005). Literature Review Research-Based Teaching Methods The federal government recently allocated funding for research into evidence based educational practices that have effectively improved student performance (www.ed.gov/nclb/overview/intro/4pillars.html). In reading, for example, NCLB supports scientifically based instruction programs in the early grades under the Reading First program and in preschool under the Early Reading First program. The U.S Department of Education holds strict requirements for programs to qualify as being research-based. Studies must take a scientific approach, form a hypothesis, and then try to prove/disprove the hypothesis. Practices and strategies must be generalizable to students beyond those involved in the original research. Studies need to show a high level of effectiveness (www.ed.gov/nclb/overview/intro/4pillars). Teachers can find the results of this research by reading professional journals, taking classes at universities, attending conferences, and also by using the internet. The internet has come to provide the easiest way for teachers to keep abreast of researchbased best practice. Three of the best websites for instructional and behavioral strategies to use in schools include: www.teachingLd. org which provides trustworthy and up-todate resources designed to teach students with learning disabilities; www.k8accesscenter. org offers resources which focus on core content areas, as well as learning and instructional strategies for students with disabilities; and www.whatworks. ed.gov, established by the U.S. Department of Education, offers information on effective teaching methods in education. Teachers can use these sites to find effective strategies for specific behavioral or learning issues in their classroom. The purpose of this study is to introduce and explain three research-based strategies that can be used as a tool for teachers who work in inclusive classrooms. It is also to share a teaching model where general education and special education teachers can work together in order to be successful with ALL the children in their classrooms. There are three desired outcomes for this paper. 1. To introduce and clearly define three instructional strategies that are evidencebased, and can have positive effects on all students. Also to share one teaching model that when done well can enhance the learning of all students in a classroom. 2. To define key components for achieving successful implementation of each strategy. Teachers who have a clear understanding of the important details before using a strategy result in higher student achievement (Greenwood, Delquadri, & Carta, 1997). 3. To provide an example for each strategy that will aid in connecting the strategy with “real world” scenarios. These lessons will allow teachers to connect key ideas with usefulness in the classroom. Once teachers have developed a clear understanding of the strategies, they can use sample lessons to reference before beginning implementation. Strategies introduced in this study were chosen based on success rates and ease of implementation. Correct use of each strategy will improve student achievement, allow teachers to have a wider range of instructional alternatives, promote diversified learning methods for a wide range of student abilities, and help integrate students with special needs into the general education classroom. Teachers who are equipped with instructional choices are less frustrated and more productive in the classroom (Baker 2005). ClassWide Peer Tutoring