A student with: “mental retardation, hearing impairments (including deafness), speech or language impairments, visual impairments (including blindness), serious emotional disturbance, orthopedic impairments, autism, traumatic brain injury, other health impairments, or specific learning disabilities; and who need special education and related services (IDEA, 2004 AU18: The in-text citation "IDEA, 2004" is not in the reference list. Please correct the citation, add the reference to the list, or delete the citation. ).
Published in Chapter:
Effective Pedagogical Practices in Inclusive Classrooms for Students With Disabilities
Rashmi Khazanchi (Mitchell County School System, USA) and
Pankaj Khazanchi (Liberty University, USA & Cobb County School District, USA)
Copyright: © 2020
|Pages: 23
DOI: 10.4018/978-1-7998-1431-3.ch003
Abstract
Inclusive education means educating students with special needs in an age-appropriate general education setting where students receive high-quality, standard-based instructions, interventions, and support that enable them to experience success in the general education classroom. Effective pedagogical practices involve the collaboration of both special education teacher and general education teacher to identify and implement effective teaching practices which enhance student engagement and promote higher-order thinking skills. Special education teacher supports the general education teacher in adapting curriculum and teaching methods, modifying assessments, and providing accommodations to students with disabilities in inclusive classrooms. Effective pedagogical practices are affected by teacher's belief; students' disabilities; and their roles and responsibilities towards the students with disabilities. This chapter examines previous researches and studies that investigate effective pedagogical practices in inclusive classrooms for students with disabilities.