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Essay / Research Paper Abstract
A 10 page exploration of vocabularly development efforts as they apply to special education students. This paper reviews one program in relation to inclusion. Bibliography lists 10 sources.
Page Count:
10 pages (~225 words per page)
File: AM2_PPEdVocabSpecEd.rtf
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Unformatted sample text from the term paper:
present a number of challenges for educators. Vocabulary development, in particular, is one of the more critical aspects of education that must be approached methodically and carefully if learning
is to be optimized. Vocabulary development of course goes hand in hand with the instillation of reading skills. A variety of approaches have been used over the last
decade to accelerate vocabulary development and reading skills among special education students. One of the more successful is the Open Court Reading Program. The Open Court Reading Program
is proving its value in meeting the vocabulary development requirements of the No Child Left Behind Act in particular.
Statement of the Problem The prevalence of students who are passing through the educational system without adequate vocabularies and
reading skills has necessitated a new approach to these key learning areas. This new approach is of particular interest when special education students are involved.
As a result of the Comprehensive School Reform Demonstration Program Act of 1998 low achieving schools were rewarded for
their adoption of proven reading models (Skindrud and Gersten, 2006). With the 2001 adoption of the No Child Left Behind Act (P.L. 107-110) reading skills found themselves the subject
of even more critical focus. Literature Review
The No Child Left Behind Act is President George W. Bushs proposal for bipartisan educational reform, reform that emphasizes instruction using the existing public school system but with that
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