...Special Education Inclusion Jessica Thammavongsa Com/156 March 8, 2014 Diane Moore Special Education Inclusion The process towards inclusive educations is just that – a process. It can be a rewarding, yet challenging journey to create an educational system where excellence and equality walk hand in hand (Frost & Pearpoint, 2004). Throughout the last several years, the topic of inclusion has been at the epicenter of debate among educators, administrators, and parents. Inclusion remains a controversial concept because it relates to educational and social values, as well as to our understanding of personal worth ("Special Education Inclusion", 2001). Placing students with varying disabilities into regular education classrooms causes misunderstanding with educators and administrators on the advantages and disadvantages of inclusion. Inclusion is a "philosophy that brings students, families, educators, and community members together to create schools and other social institutions based on acceptance, belonging, and community."(Salend, 2001, p. 5) Inclusion is practiced in schools to establish collaborative, supportive, and nurturing environments for learners that are based on giving all students the services and accommodations that they need to learn, as well as respecting and learning from each other's individual differences. (Salend, 2001) Inclusion is not necessarily just focused on students with disabilities. When implemented correctly it is also designed...
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...Is there a link between Inclusion and Pupil Achievement During the course of this assignment I would like to investigate attitudes and beliefs with regard to the links between inclusion and pupil achievement. I will demonstrate how my role within the workplace incorporates certain responsibilities towards this. I will discuss inclusion procedures used within the workplace and express where my research indicates it could be improved. An overview of my current role I am currently acting as a volunteer at a local secondary school, working in a specialist centre where children attend since for varying reasons, they are unable to study in mainstream school. The centre is very small so the staff take on many changing roles and I find that so do I. The centre aims to achieve understanding of the child’s needs, dealing with any issues influencing the child’s behaviour and ultimately giving the child the security he or she needs to learn in the centre, of if possible eventually retuning to mainstream school. Above all we set out to achieve the five outcomes set out in Every Child Matters: Change for Children in Schools (DfES 2004e) by ensuring the children are: • Healthy • Stay Safe • Enjoy and achieve • Make a positive contribution • Achieve economic and social well-being Reasons for undertaking this research There appears to be three levels of inclusion used for special needs pupils these are: • Inclusion in the classroom within the mainstream school...
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...Topic: Inclusion in the classroom General Purpose: To give a general overview on the benefits of inclusion in the classroom. Specific Purpose: To persuade the general public that inclusion is best for special needs students. Central Idea: The No Child Left Behind Act is assuring that children with special needs achieve the education level they are capable of. I. Introduction A. Attention Getter: If you were the parent of a special needs child, wouldn’t you you expect the school system to provide the highest level of services available? B. Reveal Topic: Inclusion is a highly debated topic that most people don’t understand, including the parents of a special needs child. C. Credibility Statement: I am a special education inclusion teacher that witnesses the positive effects of inclusion first hand. D. Listener Relevance Link: The NCLB Act could one day affect you or your loved ones. E. Central Idea: The No Child Left Behind Act is assuring that children with special needs achieve the education level they are capable of. F. Preview Main Points: Tonight I will show that the benefits of inclusion far out- weigh the negatives. II. Body A. Main Point I: Mainstreaming is designed for children with disabilities to become involved more with the regular population. Students that are usually in self contained classrooms are allowed to take classes with the regular population. However the regular education students are aware of who these students are and...
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...V Citation/Source Miller, Fredrick A., & Katz, J. H., (2002) The Inclusion Breakthrough – Unleashing the Real Power of Diversity Major Thesis The workforce is becoming increasingly diverse, and organizations are doing more to address employee concerns and to maximize the benefit of different kinds of employees. But to benefit from those differences managers need to look past the obvious differences such as how they think, learn, work, solve problems, manage their time, and deal with other people. One of the enduring roles of HR managers is to serve as employee advocate – listening to employees’ concerns and representing their needs to managers – to make certain that the interests of employees and interests of the organization are aligned with one another (Snell and Bohlander, 2013). Authors of The Inclusion Breakthrough, Unleashing the Real Power of Diversity, Frederick Miller and Katz Katz believe that organizations are strengthened by a diversity of perspectives, nationalities, and backgrounds; and that all groups posses the inherent potential of diversity, but to truly leverage it you need inclusion (Miller and Katz, 2002, pg.1). An inclusion breakthrough is a process to transform the organization from a mono-cultural organization that values and supports sameness in style and approach, to a culture of inclusion that leverages diversity in all its many dimensions. It also is an approach for any organization that wants to transform their efforts from, a diversity...
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...What is the purpose of your speech? | The purpose of my speech is to inform. I want my intended audience to be informed about all the benefits that children with disabilities would receive when they are included in a regular education class with their regular education peers. I want them to be informed of the many advantages that benefit students without disabilities when they too are educated in an inclusive setting. I want the audience to be aware of the lessons that could be learned from making accommodations for students with disabilities in an inclusive educational. | | Who is your Audience? | My ideal audience for my informative speech would be parents and family members of children with disabilities, and regular and special education educators. Administrators from the school district should be present as well. I feel that advocacy groups that help parents with resources would benefit as well as Lawyers of Special Education Law. | | Why is your topic significant to your Audience? | This topic is very significant to this intended audience because as children with disabilities begin in the educational setting, parents as well as educators need to know all the benefits that are available when placed in a inclusive classroom. Administrators of the school district need to be aware of benefits in case they currently are implementing inclusion in their school. Advocates need to be aware of what is available for parents so they can give them guidance and support when needed...
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...Over the last decade classrooms have become more inclusive. Teachers are receiving more support and training on the benefits of an inclusive classroom. The evidence supporting the benefits of an inclusive classroom is astounding. No research has shown any negative effects of an inclusive classroom. However, despite the benefits, research and training teachers still have many challenges within an inclusive classroom. As a professional with a continual drive to educate myself in order to better serve my students needs. Different situations pose a new opportunity to research and learn strategies for all students to be included in the classroom. I believe inclusion benefits all students, not just those with a disability. Some of the challenges...
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...Topical Reference List: Inclusion of Autism Spectrum Disorder Students Lindsey Liermann Liberty University Abstract This paper includes a reference list of literature relating to components of successful inclusion for students with Autism Spectrum Disorder. In general, the literature seems to indicate what practices are effective for successfully including ASD students with typical peers, as well as, if inclusion is right for all ASD students. The literature includes evidence that the different components support students’ progress in general education settings. More empirical data needs to be collected to see if different components work for all students with Autism Spectrum Disorder while with typical peers. Keywords: students with ASD, inclusion, typical peers, successful strategies, perceptions of inclusion, support, and modification for students. Topical Reference List: Inclusion of Autism Spectrum Disorder Students Until recently, the common practice was to pull children with Autism or other disabilities out of regular education classrooms for majority of the day or even have them completely segregated. It seemed more efficient to provide specialized instruction in separate classrooms where children with Autism could received individualized attention without having to alter the mainstream curriculum that typical peers received. But, different practices were proposed in the 1980’s for greater efforts to “include”...
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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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...to Improve an Inclusion Classroom Chapter I: Introduction Problem There are a lot of controversies about inclusion classrooms. Some believe inclusion means full inclusion, or a child being confined to a self-contained classroom. While others believe that inclusive classrooms welcomes all children, yet realize that for some students the general education placement may not be the best option. Since there are no specific guidelines that teachers and parents follow for an inclusion classroom, trial and error is very necessary to see what works. Elements of the Problem . Determination of necessary modifications and levels of support is not well defined or applied. Inclusion is a right, not a privilege for a select few (Judge in Oberti vs. Board of Education). Education is forever changing and there is a need for classrooms changes including joining together disabled and non- disabled children. Although many parents and teachers agree with this statement, the questions is how do we as a whole meaning the teachers, parents and support team go about improving an inclusion classroom? How to Improve an Inclusion Classroom Chapter II: Literature Review Introduction Inclusive education is about embracing all, making a commitment to do whatever it takes to provide each student in the community- and each citizen in a democracy- an inalienable right to belong, not excluded. Inclusion assumes that living and learning together is a better way that benefits everyone, not...
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...There are numerous pros and cons of inclusions in a school setting. A benefit of inclusion in a school or classroom setting is that it gives that child with a disability an opportunity to interact with his/her peers, improve social skills, create friendships, and even learn certain behaviors from children around them without disabilities. A disadvantage of inclusion is that children who may have certain types of disabilities can look profoundly different or exhibit certain types of behaviors and have outbursts. Other children in that setting may misunderstand the disability or become uncomfortable or frustrated by some of these characteristics that are exhibited. This could lead to the child getting teased or being punished for their behaviors...
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...Document Information: Title: Studying financial inclusion in north-east India Author(s): Disha Bhanot, (Shailesh J. Mehta School of Management (SJMSOM), IIT Bombay, Mumbai, India), Varadraj Bapat, (Shailesh J. Mehta School of Management (SJMSOM), IIT Bombay, Mumbai, India), Sasadhar Bera, (Shailesh J. Mehta School of Management (SJMSOM), IIT Bombay, Mumbai, India) Citation: Disha Bhanot, Varadraj Bapat, Sasadhar Bera, (2012) "Studying financial inclusion in north-east India", International Journal of Bank Marketing, Vol. 30 Iss: 6, pp.465 - 484 Keywords: Banking, Banks, Empirical study, Finance, India, Marketing strategy, Rural areas, Social inclusion Article type: Research paper DOI: 10.1108/02652321211262221 (Permanent URL) Publisher: Emerald Group Publishing Limited Acknowledgements: The authors are grateful to Ashish Bhave for his help in fieldwork management. Very special thanks to the authors' fellow brothers and sisters in the north-east who took time out to fill in the questionnaires. The authors also thank Professor Rajini R. Joshi (from the Department of Mathematics, IIT Bombay) for her help in enriching the interpretation of the results. Abstract: Purpose – The purpose of this paper is to explore the factors which are crucial in determining the extent of financial inclusion in geographically remote areas. The study also aims to provide suggestive measures for banks to tap unexplored markets. Design/methodology/approach – Primary data were collected via...
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...I found this information to be interesting Team Benefits of Inclusion for Students With Disabilities 1. Friendships 2. Increased social initiations, relationships and networks 3. Peer role models for academic, social and behavior skills 4. Increased achievement of IEP goals 5. Greater access to general curriculum 6. Enhanced skill acquisition and generalization 7. Increased inclusion in future environments 8. Greater opportunities for interactions 9. Higher expectations 10. Increased school staff collaboration 11. Increased parent participation 12. Families are more integrated into community From Regular Education . Not everyone is excited about bringing students with disabilities into the mainstream classroom setting. Tornillo (1994), president of the Florida Education Association United, is concerned that inclusion, as it all too frequently is being implemented, leaves classroom teachers without the resources, training, and other supports necessary to teach students with disabilities in their classrooms. Consequently, "the disabled children are not getting appropriate, specialized attention and care, and the regular students' education is disrupted constantly." He further argues that inclusion does not make sense in light of pressures from state legislatures and the public at large to develop higher academic standards and to improve the academic achievement of students. Lieberman (1992) agrees:We are testing more, not less. We are locking teachers...
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...Institute for Financial Management and Research Centre for Micro Finance December 2008 Cost –Benefit and Usage Behaviour Analysis of No Frills Accounts: A Study Report on Cuddalore District S. Thyagarajan Jayaram Venkatesan S. Thyagarajan is a Member of Faculty at the College of Agricultural Banking, Reserve Bank of India, Pune (http://cab.org.in). Jayaram Venkatesan is a Research Consultant at the Centre for Microfinance (http://ifmr.ac.in/cmf/). The views expressed in this paper are entirely those of the authors and do not in anyway reflect the views of the institutions with which they are associated. S. Thyagarajan & Jayaram Venkatesan: Cost –Benefit & Usage Behaviour Analysis of No Frills Accounts Contents Acknowledgements............................................................................................................. 3 Executive Summary ............................................................................................................ 4 Introduction......................................................................................................................... 5 1. Literature Review............................................................................................................ 7 1.1 Notable Indian Initiatives.......................................................................................... 8 2: Financial Inclusion Project ..........................................................................................
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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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...Inclusion Position Joshua Callahan Edu/105 September 7, 2015 University of Phoenix Inclusion Position All students do have the right to be instructed in the regular education classroom. Some people fear that it will be more detrimental to students with disabilities learning process as the class will be too far advanced. Other parents feel that the students who are on track with their learning feel that too much time will be taken out on the students who may learn differently than the rest. “Many students with learning disabilities benefit from being served in the regular education classroom.” (Learning Disabilities Association of America, 2015). My position is that all students should be allowed to learn on the same level, and the one’s who need further help will be able to receive it. The inclusion of special education students in the classroom can effect it in many ways. The challenges are that the students with the disabilities may feel overwhelmed and it could not benefit them because of the excess of information. Another challenge would be for the students that are not special needs, as the teachers may have to spend more time with the other students and not enough time with them. The benefits are that everyone feels equal. The children learn to work together and help one another on things that may not be able to happen in a special needs classroom. It teaches the students that everyone is different, and that acceptance is key within the community. The Brown...
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