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Middle School Special Education

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As a current or future leader in special education, identify an educational level of interest such as elementary, middle, or high school. Explain how you would structure special education services for students with intellectual disabilities in social studies and science to provide learning support within both special education and inclusive, general education classroom settings. Include the instructional qualities and approaches you would want your special education teachers to possess, and explain why you think those are important qualities and approaches.

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600 words of notes and references briefly summarize some best practices to employ with middle school special needs students.

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Welcome back to BrainMass! Please rate 5/5 for my sample ideas and references. These ideas are not essay or assignment ready, merely guidance to jump start your own inquiries.

As a leader in middle school special education, the instructional approaches that I would want special education teachers to possess would involve literacy strategies, since science and social studies rely upon these skills to impart their contents. Experts also advise key influences that guide literacy decisions should involve these four areas: "(a) contexts; (b) beliefs about students, teaching, and learning; (c) expectations; and (d) self-efficacy. These four components form the basis for a preliminary theoretical framework of teacher decision making about literacy for students with severe disabilities" (Ruppar, Gaffney, & Dymond, 2015, p. 209). In sum, I would expect that my teachers are taking all these factors into consideration when devising and executing their lessons.

Along the same lines, I would also urge my teachers to use relevant literacy strategies that engage learners in both content areas, such as ones that "included text-processing activities such as summarizing and generating questions" (McCulley & Osman, 2015, p. 183). Again, these types of best practice strategies can also include Direct Instruction (DI), anaphoric cueing, and question generation (Finnegan & Mazin, 2016, p. 187).

Authentic engagement with students is something that I definitely expect to witness. Scholars attest how we ...

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