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C. Harm 3: With having to deal with so many behavioral problems, Special Education teachers
arent able to teach their students in the way that their Individualized Education Plans say
that they should.
1. Evidence: According to Tara Hoban, when there are eight students in her
classroom, arent able to focus and handle the general education classroom, she
is not able to teach them the way that their IEP states that they should (Hoban).
a. Most of her students require individualized attention, but she
cannot physically give eight students all individualized attention at
the same time (Hoban).
b. She is forced often to make her students just do worksheets, and
they cannot learn properly from these, continuously putting them
one step behind their typically developing peers (Hoban).
c. This often causes the children to become very frustrated with
E. Harm 5: With Special Education students needing extra help in their classes, it often disrupts
the General Education classes either when the students dont get the help they need, or have
to rely on the General Education teacher for assistance.
1.
Evidence: Often times if a Special Needs Child starts acting out in the General
Education classroom, it puts the rest of the class on pause while that child is
either receiving the attention they need or is being sent back to the Special
Education classroom (Kmiech).