ior modification programs could be used as guides for teachers when trying to find what will reinforce a specific child. One area, which is being developed, is the idea of the multi-age classroom. This type of class drops the traditional grade level parameters, and instead focuses on teaching the children based on their individual needs. Children progress at their own rate without the fear of failure, and learn without the stress of the traditional evaluation method. Teachers in this setting are able to be creative, and plan activities and learning materials based on the child’s ability and goals. Students with and without disabilities enjoy activity learning (Klingner & Vaughn 1999), and feel they learn from it. Since inclusion is growing steadily, individualized programming remains. Methods for teaching the disabled student need to be adapted from the traditional method of group teachings. As a person in the child and youth profession, you are required to help these children succeed, and grow through the integration of special and regular classes. Studies show that one-to-one and small group instruction is superior to class instruction for more engaged behaviors of students with disabilities. As well, focus on the student with disability by the teacher causes higher level of engaged behaviors. The ability for the teacher and special education teacher to work together in a team teaching role will definitely benefit the student (Logan, Bakeman & Keefe 1997). Planning is the key to successful disabled children. As a child and youth worker you need to be able to adapt programs for children, based on their ability, and be willing to help them reach their goals. ...
