Return to Newsletter | Revised 2-20-02
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Bureau for Students with
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A project funded by the Georgia State Improvement Grant
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On-Line - Spring 2001
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In 1968, Rosenthal & Jacobsen conducted groundbreaking research. They informed teachers at an elementary school that 20% of the students had an exceptionally high capacity for intellectual growth. Unbeknownst to the teachers, the children had been selected randomly. At the end of the year, however, the selected students exhibited a higher increase in IQ than did the non-identified students. The identified students were also described as "interesting, as showing greater intellectual curiosity and as happier." The research suggests that teacher expectations play a significant role in the intellectual growth and academic achievement of students, It seems that the teachers provided more challenging activities based on their expectations of these students. What does this mean for teachers of students with orthopedic impairments? Below are some suggestions for embedding high expectations for all students.
Teach the Quality Core Curriculum
The Quality Core Curriculum (QCC) is the curriculum that is taught to students in Georgia. Teachers should be knowledgeable about and competent in teaching to the standards of the QCC of all students. It is important that students learn the QCC skills that their same age peers without disabilities are learning. In some cases, students with orthopedic impairments must be taught other skills in addition to those found in the QCC. For example, school personnel may teach students self-help skills, ambulatory skills, or study skills. These skills should not be taught instead of the QCC, but should be taught in addition to the standards of the QCC. The additional skills are taught to students with orthopedic impairments so that they can achieve the standards of the QCC. In some instances, the instruction, environment, or materials are modified so that the student is able to achieve the QCC standards.
Where can you find information on the Quality Core Curriculum? Information about the QCC is located on the Georgia Learning Connection website (http:www.glc.k12.ga.us). The website provides the QCC standards, lesson plans related to the standards, and numerous related web resources. In the near future, lesson plans will include modifications and accommodations for students with disabilities.
As a Teacher, Constantly Interact with Students without Disabilities
As a special education teacher, it may be easy to forget the outstanding capabilities of all students and therefore lower expectations for students with disabilities. General education students are performing academic skills at a very high level. As a special education teacher, it is important to interact with students with and without disabilities. One good way to do this is to implement a collaborative teaching model. As the teacher, you will familiarize yourself with the levels that all students are achieving. This will translate into high expectations for students with disabilities.
Include Students with Disabilities in the General Education Environment
According to IDEA and the Georgia Special Education Rules, students with disabilities should only be removed from the general education environment if they can not receive an appropriate education even with the use of supplementary aids and services. By participating in the general education environment, students with disabilities will be challenged by the skills of their peers. They will set higher expectations for themselves as they benefit from participation in the general education environment.
Rosenthal, R., & Jacobson, L., (1968). Pygmalion in the classroom: Teachers' expectations and pupils' intellectual development. New York: Holt, Rinehart and Winston.
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