general education classrooms

Part I

Identify at least five disability categories that are served in the general education classrooms of your campus.
Determine at least three strategies (for each disability category) that will address the educational needs of these students based on the behaviors that are indicative for that disability category.
Provide this information in chart format.

Part II

Using the Argosy University online library resources and the Internet, locate at least three journal articles associated with the disability categories you identified at the elementary, middle, and high school levels (one article for each education level). When locating the journal articles, focus on the parents’ and community’s role in the education process.

Conduct a thorough review and critique of the articles. Do the following in your critique:

Identify and compare the roles of the parents and the community as they relate to the education process associated with students with disabilities.
Identify the type of service provided at the elementary, middle, and high school levels related to the disability and how the service may vary at each level.
Be sure to include examples and cite scholarly sources in support of your response.

Write a 2–3-page paper in Word format including the chart you developed in Part I. Apply APA standards to citation of sources. Use the following file naming convention: LastnameFirstInitial_M1_A3.doc. For example, if your name is John Smith, your document will be named SmithJ_M1_A3.doc.

Part 1
Disabilities Categories    Strategies to help:
Emotional Disturbance   o   Learn more about the student’s specific mental health disturbance
o   Set clear behavioral rules and expectations for the entire class
o   Provide accommodations
Intellectual disability   o   Recognize that you can make an enormous difference in this student’s life
o   Be as concrete as possible
o   Provide accommodations and supports that help students with intellectual disabilitiesSpecific learning disabilities   o   Provide Accommodations
o   Identify the learning disability
o   Communicate with your student’s parents
speech or language impairment   o   Get informed
o   Consider language learners
o   Make adjustments in the classroom
multiple disabilities
o   Tap into the student’s strengths
o   Be ready to make modifications
o   Don’t give up on a goal; practice and reinforce
Part 2
Emotional Disturbance
•   Identify and compare the roles of the parents and the community as they relate to the education process associated with students with disabilities.

Cullinan, D., Evans, C., Epstein, M. H., &Ryser, G. (2003). Characteristics of emotional
disturbance of elementary school students. Behavioral Disorders, 28(2), 94. Retrieved from http://search.proquest.com/docview/219677822?accountid=34899
Cullinan, D., &Sabornie, E. J. (2004). Characteristics of emotional disturbance in middle and
high school students. Journal of Emotional and Behavioral Disorders, 12(3), 157-167. Retrieved from http://search.proquest.com/docview/214916517?accountid=34899
Lane, K. L., Carter, E. W., Pierson, M. R., &Glaeser, B. C. (2006). Academic, social,
and behavioral characteristics of high school students with emotional disturbances or learning disabilities. Journal of Emotional and Behavioral Disorders, 14(2), 108-117. Retrieved from http://search.proquest.com/docview/214922333?accountid=34899
Intellectual Disability

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