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Students with EBD are often categorized as "internalizers" (e.g., have poor self-esteem, or are diagnosed with an anxiety disorder or mood disorder) or "externalizers" (e.g., disrupt classroom instruction, or are diagnosed with disruptive behavior disorders such as oppositional defiant disorder and conduct disorder). Male students may be over ...
Because the law does not clearly state to what degree the least restrictive environment is, courts have had to interpret the LRE principle. In a landmark case interpreting IDEA's predecessor statute (EHA), Daniel R.R. v. State Board of Education (1989), it was determined that students with disabilities have a right to be included in both academic and extracurricular programs of general education.
Accommodations may be classified by whether they change the presentation, response, setting, or scheduling of lessons. [39] For example, the school may accommodate a student with visual impairments by providing a large-print textbook. This is a presentation accommodation. Examples of accommodations
Aug. 26—Editor's Note: This is the second article of a two-part series about problems students have accessing disability accommodations at CU Boulder. The first article examined the difficulties ...
Impairment of the ability to change communication to match the context or the needs of the listener, such as speaking differently in a classroom than on a playground, talking differently to a child than to an adult, and avoiding the use of overly formal language.
Schools that practice mainstreaming believe that students with special needs who cannot function in a general education classroom to a certain extent belong in the special education environment. [2] Access to a special education classroom, are mostly called a "separate classroom or resource room", is valuable to the student with a disability ...
Some interventions can be quite simple, while others are intricate and complex. Current technologies may require student training to be effective classroom supports. Teachers, parents, and schools can create plans together that tailor intervention and accommodations to aid the individuals in successfully becoming independent learners.
As an example, a child may be playing a board game with a family member in a classroom at school. Gradually, the teacher is brought in to play as well. When the child adjusts to the teacher's presence, then a peer is brought in to be a part of the game. Each person is only brought in if the child continues to engage verbally and positively.