AIOU Solved Assignments 1& 2 Code 3606 Spring 2020

AIOU Solved Assignments code M.A/M/Ed 3606 Spring 2020 Assignments 1& 2  Course:Education of Mentally Retarded Children—II (3606) Spring 2020. AIOU past papers

ASSIGNMENT No: 1& 2
Education of Mentally Retarded Children—II (3606) MA/M.Ed  2 Years
Spring, 2020

AIOU Solved Assignments 1& 2 Code 3606 Spring 2020

Q.1 Explain in detail the salient considerations pertaining to the parental participation practices reported by MacMillan and Turnbull (1983). (20)

The need for teachers who have both the knowledge and the ability to teach special-education students is more critical today than ever before. A national push to take students with disabilities out of isolation means most now spend the majority of their days in general-education classrooms, rather than in separate special-education classes. That means general-education teachers are teaching more students with disabilities. But training programs are doing little to prepare teachers; Fair’s experience is typical.

Many teacher-education programs offer just one class about students with disabilities to their general-education teachers, “Special Ed 101,” as it’s called at one New Jersey college. It’s not enough to equip teachers for a roomful of children who can range from the gifted to students who read far below grade level due to a learning disability. A study in 2007 found that general-education teachers in a teacher-preparation program reported taking an average of 1.5 courses focusing on inclusion or special education, compared to about 11 courses for special-education teachers. Educators say little has changed since then.

A 2009 study concluded that no one explicitly shows teachers how to teach to “different needs.” Because of time constraints, the many academic standards that must be taught, and a lack of support, “teachers are not only hesitant to implement individualized instruction, but they do not even know how to do so,” the report stated.

Fair says teacher-preparation programs should be doing more. At the very least, “You should have a special-education class and an English language learner class,” she said. “You’re going to have those students.”

Between 1989 and 2013, the percentage of students with disabilities who were in a general education class for 80 percent or more of the school day increased from about 32 percent to nearly 62 percent. Special-education advocates have been pushing for the change—especially for students who have mild to moderate disabilities like a speech impairment—in some cases by suing school districts.

Some research shows as many as 85 percent of students with disabilities can master general-education content if they receive educational supports. Supports can include access to a special-education teacher, having test questions read aloud, or being allowed to sit in a certain part of the classroom.

Students with disabilities who are placed in general-education classrooms get more instructional time, have fewer absences, and have better post-secondary outcomes. Studies also show there is no negative impact on the academic achievement of non-disabled students in an inclusion classroom; those students benefit socially by forming positive relationships and learning how to be more at ease with a variety of people.

Most Common Learning Disabilities

School requires hard work in order to be successful. However, for some students, even hard work may not be enough. Some students are faced with additional challenges in the classroom due to learning disabilities. A learning disability is a disorder that inhibits the ability to process and retain information. Because there are numerous mental processes that affect learning, learning disabilities can vary dramatically. Here are five of the most common learning disabilities in classrooms today.

AIOU Solved Assignments 1& 2 Code 3606 Spring 2020

 

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