Identified specific disability

  Scenario: Sally is a third-grade student with an identified specific learning disability in the academic areas of reading comprehension and math reasoning. Sally requires a resource level of support whereby she spends the majority of her school day within her general education third-grade classroom. Sally spends at least 20% of her school day receiving specialized instruction in the areas of reading comprehension and math reasoning (i.e., the academic areas where her disability manifests itself). Sally's specialized instruction may include small group instruction with the special education teacher outside or inside of her classroom. Based on what you have learned about inclusion: Are Sally's current special education services consistent with the inclusion model? Why? Why not? What could Sally's general education third-grade teacher do to help support Sally within the third-grade classroom? (Discuss at least 3 accommodations.)