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Welcome to the fifth edition of the Electronic Journal of Inclusive Education. With this edition the conversation concerning the inclusion of student with special needs in regular education classroom continues with a number of scholarly articles. The edition begins
with Kathy Adam's discussion of
inclusive practice for students from urban and low socio-economic backgrounds.
These students are often wounded in the high stakes results of poor
proficiency test scores. Ms. Adams provides insight concerning inclusive
decisions for these children. Dr.
Mary Ellen Bargerhuff provides a qualitative look at the
necessity of strong leadership when implementing inclusive practice.
Her research reveals the need for leadership that not only supports
inclusive practice but also facilitates the practice through administrative
efforts to support inclusive efforts. Dr.
Rhonda Black and Ms. Beverly Salas
provide a much needed reminder concerning the history of programs for
students with cognitive impairments. This article also reminds the reader
of the importance of job skills and job training for students who must
take their place as productive, independent members of society. Dr.
Ronald Helms
provides special educators/intervention specialists with important information
concerning the process of becoming a National board Certified Teacher
(NBCT). He further discusses the importance of using the National Board
for Professional Teaching Standards as a fair and adequate means of
assessing the effectiveness of teaching students with special needs.
Dr.
Sharon Hollander describes the use of memoirs and book discussion
groups as a teaching strategy for pre-service teachers to reflect and
build a value base concerning the needs of students with special needs.
Her piece provides University professors with a unique teaching strategy
for preparing pre-service teachers for inclusive practice. Dr.
Terry Shepherd and Dr. Randell Brown
provide a new perspective concerning inclusion. Using the term preclusion
they discuss the need for early intervention and supports for students
prior to identification of learning needs thus avoiding a stigmatizing
label. Their perspective provides a slightly different look at inclusive
practice and highlights the need for continued creatively and compassionate
reflections about the programs and interventions for students with special
needs. Dr.
Suzanne Tochterman completes the research efforts for this
edition with a scholarly inquiry into the professional development of
student teachers in the field of Special Education. Her developmental
stage theory helps to frame this experience and provides much needed
research into this formative period for professional special educators. This edition ends
with a review of the text The Paraprofessional's Guide to the
Inclusive Classroom: Working as a team. 2nd edition
by Mary Beth Doyle. This describes a process through which paraprofessionals
may be prepared to work with students with special needs in public schools.
This text frames the issues that surround using paraprofessionals and
provides a format for in-servicing not only paraprofessionals but also
professionals concerning the work and roles paraprofessionals may play
in a classroom. Patricia
R. Renick, Ph. D. |
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