It provides a brief description of how regular and special education teachers work together to address the individual needs of all of their students.Jane Smith teaches third grade at Lincoln Elementary School.Thus, postsecondary education following a brain injury presents challenges to students, their families, faculty, and counselors.This paper addresses these challenges by defining the categories of brain injury and describing their impact on an individual’s ability to learn and to live independently.The Operations Manager is also able to provide links to external sources of support in cases where AITI staff-members are not qualified or it is in the student’s best interests to seek professional advice.Appointments to see the Operation manager can also be made by contacting the Student Administration Department.Their daily challenges provide structure and cognitive retraining that can lead to maximumindependence, appropriate and fulfilling employment, and improved self-esteem.
Listed below are the activities and support systems commonly found where successful inclusion has occurred.
The over representation of English language learners in special education classes (Yates & Ortiz, 1998) suggests that educators have difficulty distinguishing students who truly have learning disabilities from students who are failing for other reasons, such as limited English.
Students learning English are disadvantaged by a scarcity of appropriate assessment instruments and a lack of personnel trained to conduct linguistically and culturally relevant educational assessments (Valdes & Figueroa, 1996).
Student Support Services The following support services are available and accessible for all students studying with AITI.
AITI will provide students with contact details to refer any matters that require further follow up with relevant professionals.