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Correct Answer: coming into a general education classroom to offer support with the classroom
in the context of special education and support services in schools, "push-in" and "pull-out" are two distinct methods used by resource room teachers to provide additional assistance to students. while the "pull-out" method involves taking students out of the general education classroom to a separate room for specialized instruction or support, the "push-in" method operates quite differently.
the term "push-in" refers to the practice of a special education teacher or a resource teacher entering a general education classroom to provide targeted support and assistance. this can be directed towards individual students or small groups, depending on the needs and the setup. the primary goal of this method is to offer support without removing students from their regular learning environment, thus promoting inclusion and minimizing disruption to their typical educational routine.
this approach allows the resource teacher to work collaboratively with the general education teacher, ensuring that the instructional strategies align closely with the standard curriculum while also addressing the specific needs of students with disabilities. by supporting students in the general education setting, the push-in model helps to create a more integrated learning experience for all students.
moreover, the push-in method can be particularly beneficial as it supports the social aspects of learning by keeping students with their peers. this exposure to the general education environment allows students with special needs to observe and learn from their classmates, participate in group work, and engage in a normal school routine, which is crucial for their social development and emotional well-being.
the implementation of push-in services requires careful planning and coordination. resource teachers typically work in close partnership with classroom teachers to determine the best times and strategies for intervention. they might provide support through co-teaching, small group instruction within the classroom, or one-on-one assistance. the scheduling and structure of these interventions can vary, often involving multiple short sessions throughout the school day to address different needs and to work with various groups of students.
ultimately, the effectiveness of the push-in model depends largely on the collaboration and communication between the resource teacher, the classroom teacher, and other school staff. by working together, they can ensure that the educational needs of all students are met in a supportive and inclusive manner. this cooperative approach not only enhances the learning experiences of students with disabilities but also enriches the educational environment for the entire class.
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