Blog 2 - Analyzing a Rhetorical Situation

This article, Collaboration to Promote Social Competence for Students with Mild Disabilities in the General Education Classroom: A Structure for Providing Support is centered on the importance of teaching students social skill competency regardless of the presence of a disability. The authors recognize the challenges that teachers face as a result of the legislation No Child Left Behind, its’ mandates and the pressure of high stakes testing; but strongly assert the urgency of providing a positive behavioral support system that promotes social skill development and competency. The discourse community generally agrees that social skills competency is critical for all students, however, research has shown that individuals with certain types of disabilities have greater difficulty establishing and maintaining relationships. Further, research has proven that those individuals that have been diagnosed with emotional/behavioral disorders are more likely to have social skill deficits of greater intensity.

The authors Meadan and Monda-Amaya are both assistant professors and researchers at Illinois State University. Their field of expertise is social/communication disorders and teacher collaboration/leadership respectively. The article was published in the peer-reviewed Intervention in School and Clinic journal. The article provides excellent background on the issue and is supported with evidence of research-based practices of school-wide positive behavioral intervention systems (SWPBIS). Meadan and Monda-Amaya present a detailed program of implementation that assist school administrators in effectively launching a SWPBIS campaign. Key elements of the program are leadership and collaboration among all educators, general and special educators alike.

The authors have directed their writing to several diffferent audiences: researchers, educators, post-secondary teacher candidates, and administrators. Their use of educational jargon is directed at readers with higher educational backgrounds. They are purposeful in their presentation of a structured system that has been tested and proven to be effective in multiple disability areas. The literature outlines each level of the tiered program and offers specific interventions at the appropriate levels. The overall tone of the article is one that exhibits partnership and collaboration with exceptional knowledge of the issue presented.

It is apparent that the context of this article is designed to empower administrators and educators to create an environment that promotes a positive, nurturing setting, with practical strategies to foster collaboration among school personnel and students. Implementation of this type of program emphasizes how the learning environment relates to not only the physical environment, but to the tone or atmosphere in which teaching and learning occurs (Tomlinson 2003).

If I were to offer recommendations for improvement, for those readers who have limited knowledge of specific disabilities, more background information may be needed. This may be especially true for general education teachers who have had limited training in working with students with disabilities in an inclusive environment.

Last semester in a behavior modification course I studied positive behavioral support systems in greater detail. There is an interesting website that provides excellent information for school-level personnel sharing practical strategies and solutions. There are several resources that address bully prevention, seclusion and restraint which are very sensitive issues in SWPBIS programs. Check it out at www.pbis.org