Research-based Practices for Instruction of Students with Disabilities
"Inclusion" (Identifying the Practices).
"Home-school collaboration" (Identifying the Practices).
"Staff development" (Identifying the Practices).
"Data-based instruction" (Identifying the Practices).
"The criterion of ultimate functioning (i.e., preparing students for their current and future environments)" (Identifying the Practices).
For effective home-school partnerships, parents and teachers need to have constant communication. Communication needs to be daily and can be set up using a daily notebook or email. The notebook is useful for parents who may not have access to technology and can not use email. In the notebook the teacher can write about how the student's day was and what they worked on. Positivity must be covered but also writing if there were any issues with the student during the day. If something happens at school teachers can find out from the parents if there are any issues at home. This will allow teachers to understand why a student may be acting a certain way. If teachers can have this communication then the student will be more successful going through their educational career.
Effective Home-School Partnerships for Students with Disabilities
"Students truly benefit by observing and imitating their peers in a regular classroom" (para. 3).
"Mainstreaming exposes all children to diversity" (para. 4).
"Mainstreaming in a regular classroom may inspire and challenge students with intellectual disabilities to excel" (para. 5).
"Some people also argue that mainstreaming is unfair to average students. This is because the teachers' time and attention is spent with the children who require more individualized instruction" (para. 7).
Pros and Cons of Support Systems in the Classrooms
Many parents feel that the transitions of their student is handled by the school and by the teachers. However, although teachers do write the transition plan in the IEP, parents must provide the services for their student upon graduation and moving past the age of 22. There are many opportunities available for parents to put their student in vocational programs where the student will learn to live independently and some are even able to work different jobs. The challenges come in when the student may not be capable of being independent and this puts a burden on parents. Some feel that there is nowhere for their student to go, but if they collaborate with teachers and schools, then proper placement can be found for the student. It all goes back to communicating with families and making sure they fully understand what their student's future entails. Parents too many times rely on the school having everything figured out but parents must put in the effort too.
Challenges of Transition Planning