Educating Children With Learning Disabilities

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Educating Children with Learning Disabilities
Research Compiled for, Inc. by M. Hall 8/2009
Educators and parents sometimes have very different views on the education of their children and the best approaches to classroom process. Educational initiatives since the implementation of the No Child Left Behind Act (NCLB) has led to increasing focus on providing parents with adequate data for decision-making and promoting positive parent/teacher interactions. For children with learning disabilities, the team approach based on interactions between parents and teachers is one of the most effective in addressing student needs.

Interview “Jane” is a 48 year-old special education teacher working primarily in the resource room. She has been working in special education for 25 years and stated that she has watched her role in special education change over the years. Specifically, Jane stated that the implementation of the No Child Left Behind Act has defined a specific change in how she interacts with other educators and with family members. Jane stated that when she began working in Special Education in the 1980s, parents rarely felt the need to intervene. She could enter a Pupil Evaluation Team (PET) meeting, present her information about the needs of a student, have them sign off on the student’s individual education program (IEP) plan and never hear from them again until they appeared for the next PET meeting. Increasingly, though,
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