ABSTRACT
With the implementation of PL 94-142, the Education for Handicapped Children Act, in 1975 (and the amendments to law, The Individuals with Disabilities Education [IDEA]), children with an array of disabilities been included or educated in regular classroom settings. The teaching of reading must encompass a wide variety of strategies to adequately support students the many reading levels within one classroom Flood, Fisher, & Pumpian, 1996). only we now the range students reading at near grade level (either above or below) whose skills need to be developed advanced, but appropriate techniques must also employed to help those students with physical, cognitive, or behavioral disabilities learn, This provides an ovcrvic'w of
guidelines provided in IDEA, as well as specific teaching techniques considerations in inclusive classrooms. Because students with reading disabilities can present a challenge to the classroom teacher, particular attention will be given to students reading disabilities. But first, let's meet Ms. a fourth grade teacher and Ms. Noyes, a special educator who works with all the fourth and fifth grade teachers.
