She Will Succeed!

Abstract

Tiffany, a 10th-grade student with a learning disability, attends general education classes except for a special education study skills class that is devoted to developing improved learning strategies. At the beginning of the school year, Mr. Manning, Tiffany’s special education teacher, met with her general education teachers to review Tiffany’s learning needs and to identify ways to ensure her success. Ms. Uyehara, her history teacher, expressed particular concern about having Tiffany in her class. Ms. Uyehara was unsure of what to do and requested additional assistance from Mr. Manning. Ms. Uyehara is not alone. More and more students with disabilities are receiving special education services in the general education classroom. In fact, 75% of the students with disabilities served under the Individuals with Disabilities Education Act (IDEA) are educated in general education classrooms (U.S. Department of Education, 2000). At the same time, schools are experiencing an increase in the number of students identified as “at-risk” due to environmental, interpersonal, and familial factors (McWhirter, McWhirter, McWhirter, & McWhirter, 1998). Many at-risk students do not qualify for special education services, but nonetheless would benefit from individualized attention in the general classroom. Given the number of students needing individual assistance in the general classroom, teachers need strategies to assist them in making appropriate modifications and adaptations to their curriculum, instruction, and learning environment. In Tiffany’s case, Mr. Manning suggested that he and Ms. Uyehara implement a systematic process whereby they examine Tiffany’s needs within the context of the history class and select, then implement specific adaptations. Mr. Manning and Ms. Uyehara met and completed the following