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In order for any research, especially current brain research, to become readily accessible to teachers, fragmented initiatives must be integrated into a cohesive model of instruction. The Brain-Targeted Teaching Model is designed to meet this need. It provides teachers with a format for using research in the neurosciences as well as research-based effective instructional practices to guide them in planning, implementing, and assessing a sound program of instruction. The model also assists administrators, supervisors, and professionals supporting instruction as they guide teachers in implementing research-based effective teaching strategies.

Dr. Hardiman presents six stages, or “brain targets” of the teaching and learning process.

This document discusses research and strategies for instruction that aligh to three areas:

1) Holistic view of early literacy instruction

2) Brain compatible reading instruction in the classroom

3) Response to Intervention instructional model

Strategies Presented in This Chapter Include

•  Big Ideas From Reading Research
•  Several Informal Early Literacy Assessments
•  A Phonics Literacy Checklist
•  DIBELS
•  Ten Tactics for the Brain Compatible Classroom
•  Brain Compatible Research Results for the Classroom Teacher
•  The Basics of RTI in Reading

ABSTARCT

“Education for all,” or inclusive education, appears to be, on the one hand, a new educational philosophy aimed at creating an educational environment conducive to all special learning needs of students in primary education but, on the other hand, in its implementation, it is also an innovative educational strategy with many consequences and implications for the existing education structure at all educational levels. This monograph explores the possibilities of the implementation of inclusive special needs education as educational philosophy and innovative strategy in the Commonwealth Caribbean. This exploration is based on prevalence data of special needs students in the primary and special education system; data on service delivery to special needs students; and the availability of teachers both for special education and for a support delivery system. On the basis of these data, it looks at the different implications for the primary and special education systems. If inclusive special needs education for all children is to be implemented, it appears that a paradigm shift in primary education from mostly curriculum-oriented education to a more pupil-oriented education is necessary
and, in special education, from a pupil-oriented education to a more support- and resource-oriented education.

The exploration leads to the conclusion that implementation of inclusive special needs education would be feasible if there was a support and resource system in place for the primary education system. The most feasible model for full implementation of inclusive special needs education is the use of the principle of placing special needs children in the least restrictive environment within the framework of a continuum of educational services; the existing special education system should be part of this continuum of educational services. Some of these services already exist in Commonwealth Caribbean countries. In order to develop and implement such a non-segregated, inclusive special needs education system, a comprehensive approach and strategy, with a great deal of ingenuity and persistence on the part of all those involved, is necessary, especially the “active agents” in this process, namely, the management of the schools, the teachers, and parents who should be part of the decisionmaking process.

Since 1980 the parent movement in the Caribbean has gathered strength, especially in relation to families whose children have a developmental disability. To a great extent, much of this change has come about because of the sharing of experiences and training facilitated by the Caribbean Association on Mental Retardation and Other Developmental Disabilities (CAMRODD) from 1970 onwards.

As professionals working with developmentally disabled children in Jamaica, the first and most obvious gap seemed to be the lack of services to families at crucial times, such as at diagnosis, at school entry, adolescence and later adulthood.

This chapter traces the evolution of the voluntary and parent movement in Jamaica. Drawing on examples from the Caribbean, we will show how parent training and the intimate involvement of families in community based services has resulted in more participation by relatives, the benefits it has brought to families and the leadership roles now undertaken by parents. The process, and the progress however, is slow.