In most educational programs, adolescents with learning problems spend the majority of their school day in general education classes. List the steps in a problem-solving sequence that special education and general education teachers can use in developing instructional alternatives for students with learning difficulties. Explain why it is necessary for special education and general education
teachers to develop these instructional alternatives collaboratively?
What will be an ideal response?
a. Determine the requirements for "making it" in the general class.
b. Specify the course requirements that the student is not satisfying.
c. Identify factors hindering the student's performance.
d. Brainstorm possible classroom modifications.
e. Implement the plan.
f. Evaluate the plan.
[Students' explanations of why special education and regular education teachers should work collaboratively on developing instructional alternatives will vary.]
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