...going to make a country in which no one is left out” (Franklin D. Roosevelt). Since topic of inclusion in education came to the forefront there has been plenty of conversations as well as some confusion and uneasiness from all parties involved. Inclusion is an issue that has outspoken advocates on all sides, whether loyally for, frankly against, or somewhere in the middle. There is no doubt schools will need to change to accommodate an inclusive approach in order to provide services to students with disabilities. Inclusion is not only about making changes in the services now offered, it is more depth, where there will be a major a “facelift” to the current educational system required to ensure the program is successful. Supporting Inclusion The goals for full inclusion are to be a positive and progressive experience for students, parents and teachers; and in order to complete this, all of the required resources and support need to be in place. The concept of inclusion is an easy sell when we live in a society that values equality. Provision consists of ordinary supports such as, “philosophy, policies, people, materials, technology and curricula” (Ryan & Paterna, 1997). From research completed, full inclusion in the classroom is a positive step forward in education. Full inclusion in classrooms provides an atmosphere that “contributes to a positive classroom culture, acknowledges differences, promotes acceptance, and provides opportunities for real-life problem...
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...Full Inclusion is the theory that children with disabilities, particularly those with learning disabilities, should be placed in regular classrooms full time. It refers to the movement that all students with disabilities, regardless of type or severity, are educated full time in a general education classroom and program. This method would allow disabled children to make friends with “normal” children and be given the opportunity to learn in a stimulating environment, where they can get the “real world” education that they will need to be able to fit into society and flourish as productive members. Under Section 504 of the Rehabilitation Act of 1973, students with special needs are entitled to a full, free, public education in regular educational programs and settings. The inclusion classroom would provide exactly that, a setting for these students to interact with their peers of all ability levels, thus most accurately mirroring the real world outside of school. At current most schools in the United States do not use the method of full inclusion. The current trend in education is to use either mainstreaming or what is considered the least restrictive environment (Feldman 273). Mainstreaming refers to the practice of educating students with special needs in regular classes during specific time periods based on their skills. This means regular education classes are combined with special education classes. Least Restrictive Environment refers to the concept that children with...
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...The Inclusion Classroom Sky King said, "Inclusion is as much about (special needs) kids reaching their potential as it is about [typical] kids reaching their compassion potential” (as cited in everyoneisincluded, 2012). This implies that inclusion in the classroom has the potential of benefitting both special-needs students along with typical students, and there is evidence that supports the idea. However, there is evidence to the contrary as well. The theme of the deliberation revolves around making the learning environment—for all—as advantageous as possible. Still, the debate continues as to whether or not the rewards of inclusion are worth the hypothetical negative consequences, potentially affecting the special-needs student, the typical student, and the teacher responsible for each. The Face of Inclusion Inclusion specifies that all children, regardless of disability, have a place within the typical classroom, if reasonably established as the least restrictive environment (LRE), mandated through the Individuals with Disabilities Education Improvement Act (IDEA) (NDCCD). Inclusion really is not that simple though, as there are various forms of the practice. The primary recognized forms of inclusion are mainstreaming, partial inclusion, and full inclusion (Thomkins & Deloney, 1995). Mainstreaming refers mostly to the physical placement of special-needs students in the typical classroom, given minimal modifications, once the special-needs student proves capable...
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...in the class. In next few weeks, the class was approach about possible peer tutoring. They asked for volunteers and of course Liam volunteer and was selected. Liam had a discussion with his teachers about the importance of peer tutoring. In this discussion they explained that Sam had some learning issues and needed more help. Liam did not know he would have to help Sam when he volunteered, but he did not want to go back on his word. So he decided to continue on. Liam’s and Sam’s predicament represents the policy of inclusion, the types of services granted in such a program, and the advantages and disadvantages related to this policy. Since the United States is having problems with educational programs not meeting standards, the educational policy of inclusion should be supported because every child deserves an equal and quality education. Granted that a discussion of inclusion is deemed required to fully grasp the concept. In a nutshell, inclusion means all students with disabilities are full-time in the regular education setting (MacMillian, Gresham,...
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...of them cannot read or write. Some react violently when faced with too much sensory input. Now, imagine sitting all of these students down in a blended classroom and teaching the works of Shakespeare. Clearly, these students cannot learn or absorb the material, even if adapted to better fit their needs. Even writing a paper or making a simple speech exceeds their abilities. This is the problem that lies within the premise of mainstreaming...
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...Providing for inclusion Introduction This report will aim to discuss the inclusion for special educational needs (SEN) students as well as those students with autistic spectrum condition (ASC). This report will discuss inclusive education and its history, as well as the social, political and philosophical arguments that impact upon it. The report will look at how educational practice is shaped by legislative and regulatory frameworks; it will also show how our own practice provides support for all children to achieve within mainstream education. Autism Spectrum Condition Autism is associated with a range of differences and difficulties typically related to core skills in reciprocal social interaction, communication and imagination (Wing, L.1996). ASC is ‘a lifelong developmental disability that affects the way in which a person communicates and relates to people around them’ (Wall, 2010. p. 7). Inclusive education Internationally, educational authorities are beginning to embrace a philosophy of inclusion in order to address their moral and social obligations to educate all children (Hodkinson, Vickerman, 2009). Inclusive education is concerned with the education and accommodation of all children within the classroom, regardless of their physical, intellectual, social or linguistic developments. A primary document which identified the way forward in reaching education for all through ‘inclusive education’ was the Salamanca Statement in 1944. The philosophy of the Salamanca...
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...Education, Discrimination, and Politics in a Special Needs World Education is an essential corner stone in our society. Education creates livelihood, piece of mind, a stable society, and well-rounded individuals. The unfortunate fact is that many of our children lack the proper education they need in order to become full functioning adults in today’s society. What are even worse are the children with special needs that get left behind. In order to address special needs students and others that fall behind in the education system, we need to define what special needs are, where they fit in society, and finally what the future holds for them. What do we consider as “special” in students? Special education is identified as “the education of children who deviate socially, mentally, or physically from the average to such an extent that they require major modifications of usual school practices.” (Encyclopedia Britannica Online, 2005, p.1). We can go a step further and define “special needs” to a more specific group of people. According to the Individuals with Disabilities Education Act Amendments of 1997,”students with disabilities include those with mental retardation, hearing impairments, speech or language impairments, visual impairments, serious emotional disturbance, orthopedic impairments, autism, other health impairments, or specific learning disabilities.” (Warger, 1999, p.1). There are laws in place by our government that allow special provisions for people with disabilities...
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...facilitate the exchange of ideas and experiences. Further, a good school is a space that is welcoming to a child, a space that is friendly and allows every child to express herself and realize her talents. Unfortunately, our current system of education and its delivery lacks energy and creativity. It tends to be pedantic and not engaged with a child's innate curiosity. It does not inculcate in them the power to reason and negotiate with their surroundings on their own terms. It also tends to perpetuate various hierarchies including those between the teacher and the child. Further, it has been inaccessible to children from marginalized communities, which not only leave a section of the population out, it also reduces diversity in the classroom. With the advent of the Right to Education Act, 2009, elementary education is now a fundamental right of all children in India. The Act has...
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...Inclusion Education and ADHD: A Hit or a Miss? Alice A. Avila-Smith COM 22 July 15, 2012 Katherine Cox Inclusion Education and ADHD Brianna, a precocious seven-year-old student diagnosed with ADHD came home from school and handed her mother a report with a turned down smile on it from her teacher indicating she was disruptive in class, earning her a time-out. Her mother asked why she talked so much in class. With a wide-eyed innocent expression on her face, Brianna says, “I don’t want to but I have to! (B. Smith, personal communication, October, 2002). For an estimated 4.5 million school-aged children diagnosed with ADHD, this same sentiment could be echoed much to the dismay of parents and teachers alike. Forty percent of these children are also diagnosed with co-morbid conditions, secondary to ADHD, such as learning, and conduct disorders or Oppositional Defiance Disorder, a condition marked with aggression, conflict-seeking, ignoring even the simplest requests, and frequent outburst (Flippin, 2005). Proponents of Inclusion Education argue integrating disabled students with their non-disabled peers into mainstream classrooms is beneficial to teaching them how to socially function in the world after high school; however, immersion does not guarantee inclusion for the ADHD student, who typically does not benefit from the one-size-fits-all classroom model. Inclusion of ADHD students in mainstream education has merit, but it has missed the mark because it leads to...
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...Closing the gap: Equality verses Equity and BC’s New Curriculum How do we close the gap between teaching and inclusion of all children? The idea is that the new standards of teaching, to all children, is a better investment for the latest education funding. Equally not all students would benefit from the same supports in a classroom. When students are given different supports to make tasks possible they are being treated equitably; however, the goal is to remove all barriers in curriculum and teaching by providing flexible opportunities for all students without supports or accommodations. Moore suggests “We need to re-design our teaching to better meet the needs of all students so that you need to add less support after the fact.”...
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...hearing and visually impaired, and the learning disabled individuals. In the olden days, children with special needs had their education mainly in the few segregated special schools spread across the country. However, owing to the fast growing number of individuals with disability, it is now common to find a good number of them in the regular schools in the various communities. The result was that educationists began exploring various educational arrangements including mainstreaming, integration and inclusion that could bring together both disabled and non-disabled individuals in the same classroom to pursue the same school curriculum. Inclusive education is a concept that allows pupils with special needs to be placed in the regular or mainstream classes to be taught by mainstream teachers. Inclusion, which is the most current perspective in education, is the combination of pupils with and without disabilities in one classroom. Thus pupils with special needs are placed in regular classes and are taught by a general class teacher. This is based on the assumption that children of all abilities can learn from each other given the appropriate environment, and that children who learn together learn to live together. This programme...
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...UNIT 306 PROMOTE EQUALITY DIVERSITY AND INCLUSION IN WORK WITH YOUNG CHILDEN AND YOUNG PEOPLE OUTCOME 1 PROMOTE EQUALITY AND DIVERSITY IN WORK WITH CHILDREN AND YOUNG PEOPLE 1.1 Working in a school environment introduces us to a wide variety of different culture, religions, views, beliefs, characteristics and backgrounds. To make sure that we are meeting all the requirements needed that allow us to involve everyone equally in the school, we have to understand the importance of diversity, equality and inclusion. DIVERSITY Respecting and understanding the differences between individuals and groups in our society. In regards to their religion, gender, family structure, disabilities appearance and sexuality. Having the ability to explore the diversity in our society and schools helps us to understand and value individuals and make every child feel special. “EVERY CHILD IN UNIQUE” Diversity highlights the chances that are available, giving equality of opportunities in order to achieve and experience the same opportunities as well as anyone else. EQUALITY Making every child, regardless of background or social appearance, feel accepted and to be treated equally, being fair and consistent in our actions. Many schools, including mine, have an equality policy that relates into classroom behavior. All the children are asked to be respectful take turns and share. We regularly have parent visits to the school talking about religious festivals and years 3 and...
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...Abstract Prior studies have shown that students with disabilities have a difficult time with social interaction with their peers when inclusive education has been applied in a classroom. Social participation plays a large role in the emotional development of students. Interaction is often necessary to function in the educational environment. The experiment presented in this paper conducted by Koster et al. (2009) was designed to test the hypothesis that the Social Participation Questionnaire (SPQ) is able to distinguish between students with and without disabilities. The questionnaire, developed in 2008 by Koster et al. (as cited in Koster et al., 2009), was designed “for teachers to assess the social participation of pupils with special needs in regular primary education” (Koster, 2009, p. 213). Keywords: social participation, inclusive education, Testing the Discriminating Power of a Social Participation Questionnaire Research has shown that students with special needs have difficulty creating peer-to-peer relationships in classrooms where inclusion is applied. The Social Participation Questionnaire (SPQ) was designed to determine the social interaction of students with special needs that have been placed in regular classes. The SPQ has four key themes: “friendships/relationships,” “contacts/interactions,” “pupil’s social self-perception” and “acceptance by classmates” (Koster et al., 2009). The experiment conducted by Koster et al. was designed to “test the discriminating...
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...Inclusion is now a controversial issue in the education of children with disabilities. There are three general reasons that inclusion in education has many supporters (Little et al., 2000). The first reason is that federal and state legislation calls for children with disabilities to be educated in the least restrictive environment. The second reason is the belief that inclusion results in social, behavioral, academic, and developmental benefits for children with disabilities and other, nondisabled, children in the classroom. The third reason comes from philosophical beliefs about the right of full access to services for individuals with disabilities. The article discusses inclusion, and definitions of inclusion, with regard to legislative and judicial mandates, as well as ethical decision making. However, judicial decisions pertaining to inclusion leave a great deal of decision making responsibilities to educators regarding placement decisions for individual students (Little et al., 2000). The current emphasis on inclusion began with the passage of the Education of All Handicapped Children Act in 1975 (PL 94-142). This particular Act is now known as the Individuals with Disabilities Education Act (IDEA) (Little et al., 2000). This act required all public schools accepting federal funds to provide equal access to for children with physical and mental disabilities. Public schools were required to evaluate handicapped children and create an educational plan with parent input...
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...The Children Act 2004 , is to give guidance for practitioners to deal with different issues, as well as to promote equality, diversity and inclusion within children and young person’s setting. Within The United Convention on the Right of the Child ( UNCRC), there are several articles that are related to my theme and key factors which are Article 2, Article 3 and Article 12. In Article 2, the requires is to protect children and young people to against from all forms of discrimination, Such avoid children from stereotypes and to challenge prejudice and discrimination. So that children can be protected from physical or emotional harm, to ensure children are treated in equal concern for their individual needs and opportunities to achieve in a safe environment. To promote this article, it is important we understand and follow the related policies and...
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