Running Head: QUESTIONS AND ANSWERS 1

Questions and Answers

Institutional Affiliation

Name

Date
QUESTIONS AND ANSWERS 2

Questions and Answers

Part One

Define the following terms:

1. Mainstreaming

This is the act of placing a pupil with special or additional needs in a classroom of pupils without

additional support needs. In essence, it refers to the integration of children or pupils with education

challenges such as physical disabilities into conventional classrooms.

2. Full inclusion

This refers to the practice of providing pupils and children with disabilities with services in both

their home and school environment. it also takes into consideration the aspect of educating these

children in a regular or conventional classroom on a full-time basis.

3. Partial inclusion

This is also referred to as mainstreaming with the inclusion of partiality. In this case, special needs

children are educated in conventional classrooms but on a partial basis, taking only a portion of

their day (Harkin, 2012).

4. Regular education initiative

The regular education initiative was a movement that was formed in the 1980s. it was purposed at

correcting the limitations of IDEA by demanding the removal or elimination of separate special

education programs and emphasizing the need for the creation of one education system where

special needs children were to be educated in conventional classrooms.

5. Cooperative learning
QUESTIONS AND ANSWERS 3

This is an educational approach that is purposed at organizing the structured classroom activities

into both academic and opportunities of social learning experiences. Cooperative learning is

directly associated with positive interdependence and the promotion of the exchange of knowledge

and ideas.

6. Early intervention

Early intervention refers to the services and supports established to help young children

experiencing developmental delays. It is considered a component of special education purposed at

helping infants and toddlers struggling with reaching their developmental milestones.

7. Intensive care specialist

An intensive care specialist is responsible for investigating and assessing the special needs of

children. He or she performs the role of identifying whether any early intervention practices are

needed to help the child in reaching their developmental milestone.

8. Individualized family service plan

An IFSP refers to the plan implemented with the purpose of getting special education services for

special needs children within the United States public school system. This plan records the family’s

outcomes including the child’s and provides a list of early intervention services that can be

implemented to help achieve the desired outcomes.

9. Individualized education program

An individualized education program is a program that is developed by the academic’s special

education team with the collaboration of the child’s parents. It is individualized and specifies the

child’s academic goals and the strategies that can be implemented for a positive outcome.

10. Differentiated instruction

QUESTIONS AND ANSWERS 4

This refers to the process of tailoring the methods of instruction to meet the individual needs of the

student or child. In this case, the teacher responds to the diversity and variance among the learners

to ensure that each student obtains the needed knowledge and information.

11. Adaptive instruction

This refers to the use of instructional and alternative strategies to improve the learning experiences

of the students. Additionally, it aids in meeting the different individual and special needs of the

children, consequently influencing the actualization of the set academic goals and objectives.

Part Two

It is essential to note that it is increasingly vital for students with disabilities to receive

instruction in self-determination, academics, adaptive, functional life skills, and employment

preparation during their secondary school years. self-determination skills help these students make

informed and appropriate choices as they transition into their adult life (Wehmeyer & Schalock,

2001). Additionally, it contributes to effective problem solving and influences individuality and

independence. On the other hand, academic skills are essential and vital in helping these students

meet their high-school graduation requirements and preparing them for college. An effective and

good functional program helps in the learning of applied skills that consequently, contribute to

employment preparation.

Instruction in adaptive and functional skills helps students learn how to socialize with

others, conserve their personal and individual appearances and make good time management

decisions. Adaptive and functional skills are increasingly important for children with special needs,

especially in turbulent and challenging environments. It helps in the identification of the necessary

strategies that can help them adapt and function effectively in these environments. Employment

preparation on the other hand increases their probability of success on the job during their adult
QUESTIONS AND ANSWERS 5

years. it provides an avenue where these students can learn about the skills and abilities required

for specific professions and exposes them to the job environment.

References

Harkin, S. B. (2012). Mainstreaming, the Regular Education Initiative, and Inclusion as Lived

Experience, 1974-2004: A Practitioner's View. ie: inquiry in education, 3(1), n1.

https://eric.ed.gov/?id=EJ1171834

Wehmeyer, M. L., & Schalock, R. L. (2001). Self-determination and quality of life: Implications

for special education services and supports.

https://kuscholarworks.ku.edu/bitstream/handle/1808/8643/Wehmeyer%20&%20Schalock

%202001.pdf?sequence=1