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• Summarize three arguments against full inclusion and then, for each argument, respond from the point of view of a full inclusion advocate.

It is argued that in full inclusion children maybe feel a shame toward labeling between the other classmates. In general education might the other children bully in children with learning disabilities or point out on them. On the other side, professionals and parents are largely satisfied with current level of integration, which means they see the benefits outweigh the cost and they are convinced about full inclusion. Also, advocates for full inclusion have said special education pullout program have been ineffective because students need to merge with other students instead of isolated. However, opponents have said also, general educators are unwilling ad are unable to deal with all students with disabilities. They might be overwhelming. Third argument is that people who support full inclusion says ethics should take precedence over empiricism. The respond is an unwillingness to consider empirical evidence is professionally irresponsible. (P48)

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• Direct instruction was discussed in class, and covered in the book. Identify the major features of direct instruction and describe the benefits of this approach for students with disabilities and for all students in general.

The main features of ID programs are as follows:

• Field-tested, scripted lesson plans.
• Curriculum based upon the theory of mastery learning (i.e, students do not move until they have mastered the concept)
• Rapid pace of instruction highly dependent upon frequent teacher questioning and student response.
• Achievement grouping
• Frequent assessments.

In general as student it easier for me when a teacher uses direct instruction. It will be less complicated with clear gaudiness. It will obvious what should I do and how I do it.

Also, in direct instruction there are sequences so, teachers can follow students’ progress. Therefore, they can demonstrate in which point the students’ fail and they can help students in their practical weakness. In this method the educational process rely on student’s progress and respond. Finally, students can’t go any further without mastering the concept. All above can benefits students with learning disabilities and nondisabled students (p157)

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• Define IQ-Achievement discrepancy and list three objections to using it for identifying learning disabilities.

IQ-Achievement discrepancy is comparison between scores on standardized intelligence and achievements discrepancies. The first objection is some of the formulas are statically flawed so, the results are not accurate. Also, IQ-Achievement discrepancy limited students’ ability because it only measures students in specific area. Finally, students take IQ-Achievement discrepancy in the first or second grade with ignoring that students IQ can be changed while they grow up. (140-164 p)

4-

• Describe four ways that school counselors and special education teachers can collaborate to serve students with disabilities.

• Collaborative Consultation: since the IEP team determines a student with a disability, heshe might receive help in general classroom with other students by cooperate the special education teacher or psychologist and general education teacher thought disuses student’s problems and provide instruction or additional supports such as extra help out class and school-home notes (p37)
• Co-Teaching: two professionals or more work together to organize and plan to provide the appreciate education for students. For example; one teacher advices and the other one works on the class. (p37)
• Curricula and instructional strategies: the help is not restrict only on teachers and professional. The educational methods and curricula play a role to assist students with better understand. For example, cooperative learning, teachers make groups contains students with disabilities and nondisabled peer and make them work together. These way students with disabilities receive the information in different way, which can be more effective for them.
• Accommodations and Adaptations: Accommodations means when teacher adjust in instruction without sonically change the concepts or conceptual difficulty. For example; the teacher can give the students extended time or read the instructions for them. Tiered assignments are an example of adaptations. Wherein teacher gives alternative assignments and they can choices. For example: in quiz teacher can put more three questions and students can choices this also help nondisabled students as well.