Electronic Journal for Inclusive Education
Abstract
A student with an attention problem may meet with academic problems when she is placed in the general education classroom. The general education teacher with assistance from the special education intervention specialist should collaboratively develop curriculum and environmental adaptations that will allow the included student to meet with greater academic and social success. This observational study offers strategies for working with a child with an attention problem for both the general education teacher and the special education intervention specialist. Academic and curriculum strategies are presented to proactively address the social and academic strengths of a student with attention problems who is being instructed in the third grade general education classroom setting.
Repository Citation
Brown, M. S.,
& Ilderton, P.
(2001).
Including a Student with an Attention Problem: Strategies for Including a Student with an Attention Problem in the General Education Classroom,
Electronic Journal for Inclusive Education, 1
(4).
Included in
Curriculum and Instruction Commons, Curriculum and Social Inquiry Commons, Disability and Equity in Education Commons, Special Education Administration Commons, Special Education and Teaching Commons
