...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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...The inclusion of individuals with ASD into mainstream classroom settings first began with the introduction of the Education of All Handicapped Children Act of 1975 and later reauthorized as the Individuals with Disabilities Education Act (IDEA) in 1990. These laws ensured that all children no matter their disability were included into classroom settings, even though they may not have been given the proper learning environment needed to succeed. Inclusion in the education system has created a lot of controversy among teachers, parents, and other individuals that may be affected by this topic. This controversy represents the decision to incorporate students with Autism Spectrum Disorder (ASD) into mainstream classrooms rather than special learning...
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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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...How 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...
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...In our text, Inclusion in the Early Childhood Classroom: What Makes a Difference?, the authors describe six competencies for teachers to practice when aiming to create an inclusive classroom (Recchia & Lee, 2013). The first competency that resonated with my teaching was the first that related to teachers and children working collaboratively so each student feels like they have a voice or choice in their learning (Recchia & Lee, 2013, p. 67). Teachers should work actively to ensure their students feel included and valued in their classroom, as well as welcoming children to express their opinions. This will give a feeling of purpose for the students, and allow them to become invested in their learning goals, group activities, and content. I feel I do...
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...Inclusion in the Classroom: The Teaching Methods Melady A. Sherrill ENG 102 07/10/2011 Heidi Ashbaugh Inclusion in the Classroom: The Teaching Methods Inclusion is the best way to meet the needs of all the children involved in a classroom setting. A teacher’s role and teaching methods need to change in an inclusion classroom. Inclusion provides the diversity of processing special education children in with the mainstream children to enrich the learning environment. Inclusion means the act or practice of including students with disabilities in regular school classes (Merriam Webster, 2011). Although research on the long term effects of inclusion may be sketchy, there is some evidence of the positive effects of inclusive education on the students who are not disabled. When the Individuals with Disabilities Education Act (IDEA) mandated that children with disabilities be educated with the children who did not have a disability, education in the United States changed (ED.gov). Before this act, few classrooms included students with disabilities. As late as the middle 1970s, an estimated one million children with disabilities did not even attend school (Inclusion Confusion, 1999). Special education changed with the passage of the 1975 Individuals with Disabilities Act (IDEA) and its 1997 amendments. This legislation moved children with special needs from their separate rooms into regular classrooms. To meet the demands of the IDEA, schools must provide students...
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...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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...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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...Concept Paper Template The Graduate School Version: January 2013 © Northcentral University, 2013 Educators’ Attitudes and Perceptions of Inclusion Model: A Comparison Including Students with Mild, Moderate, and Severe Disabilities Concept Paper Submitted to Northcentral University Graduate Faculty of the School of Education in Partial Fulfillment of the Requirements for the Degree of DOCTOR OF EDUCATION by Teriann S. Nash Prescott Valley, Arizona May- June 2014 Table of Contents Introduction 1 Statement of the Problem 1 Purpose of the Study 2 Research Questions 3 Hypotheses 4 Definition of Key Terms 5 Brief Review of the Literature 5 Summary 7 Research Method 7 Operational Definition of Variables 9 Measurement 10 Summary 11 References 12 Appendix A: Annotated Bibliography 13 Introduction Inclusion is the current terminology (replacing mainstreaming and integration) that is used to describe a classroom where students with and without disabilities learn together. According to Georgiadi, Kalyva, Koukoutas, and Tsakiris (2012), “Inclusion is defined as access to mainstream settings, where children with special educational needs are educated together with their typically developing classmates through an array...
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...The Benefits of Inclusion for Exceptional Students George Santos Brandman University EDUU 511 Abstract Inclusion is a very controversial concept in education today. It is the idea of including special education students in a general education class. This class will provide the special education, or exceptional student, with the support and resources needed to succeed in that environment. This paper will analyze and discuss inclusion. Evidence and support will be provided to defend the position that inclusion provides benefits for both exceptional and non-disabled students. The Benefits of Inclusion for Exceptional Students One of the most controversial concepts in all of education is the concept of inclusion (Hallahan, Kauffman, & Pullen, 2012). Inclusion is the idea that a student with special needs, or an “exceptional student”, attend and is educated in the classroom that this student would normally attend if they were non-disabled. Erwin explains that "the true essence of inclusion is based on the premise that all individuals with disabilities have a right to be included in naturally occurring settings and activities with their neighborhood peers, siblings, and friends" (Erwin, 1993, p. 1). Inclusion includes the commitment to bring resources and services to the exceptional students as opposed to moving them to a segregated location that holds these services and resources (Lipsky & Gartner, 1994). Inclusion is the idea for exceptional students to begin...
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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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...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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...Delimitations………………………………………………………………………………………………………………………………………..8 5 Definition of terms……………………………………………………………………………………………………………………………….8 6. Importance of the study…………………………………………………………………………………………………………………….11 7. Literature Review .................................................................................................................................12 8. Methodology 16 9. Timeframe 18 10. Bibliography 19 Introduction For many teachers, students entering general education classrooms are just more difficult to deal with due to the many complex issues that they bring from different aspects of their lives. Teaching children who come to school hungry, stressed out, angry and sleepy interferes with the transfer of learning, even more, if the issues are compounded by other challenges such as language, speech, brain and other disorders. Today’s classrooms are more diverse as education is more inclusive (Mckay, 2012, p.1). The term “inclusion” have recently emerged to address the changing philosophy and school practices in order to better meet the needs of students with disabilities (Deng, 2008). “The exclusion of children and adolescents from the education system is a complex issue that has been widely researched and...
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...Model of American Education: Inclusion or Exclusion?? November 27, 2011 EEX5665 Bernadette Harris University of North Florida College of Education & Human Services Graduate School According to the U.S. Department of Education, the N.C.L.B. Act of 2001, came the law of public education that states “that all children have a fair, equal, and significant opportunity to obtain a high-quality education and reach, at a minimum, proficiency on challenging State academic achievement standards and state academic assessments.” This law was instituted to increase accountability in public educators for the individualized education of every student in the public school system. In theory, it eliminates the ability to simply push students forward from grade to grade without evidence that they can perform at grade level. It brought with it the death of what we had previously come to know as “social promotion.” Quickly on the heels of N.C.L.B. came the I.D.E.A. (Individuals with Disabilities Education Act) of 2004, which affirms the guiles of N.C.L.B. while taking accountability a bit further. I.D.E.A. states that “all students (including those with disabilities) must have access to a free and appropriate public education in the least restrictive environment” (Wright, 2004). The “least restrictive environment,” as defined by legislators, has become what is now known as “inclusion education” and the birth of the “inclusion” classroom. Prior to the passing and...
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...Annotated Bibliography DeMatthews, D. E., & Mawhinney, H. (2013). Addressing the Inclusion Imperative: AN Urban School District’s Responses. Education Policy Analysis Archives, 21(61). This empirical article takes a look at an urban school district’s attempt to implement inclusion into their school district. Through qualitative research one school district’s special education inclusion reform is examined over a four year period. In the past, this district had many compliance issues with how they handled their special education students. With a change in staff new hope was brought to this school and so were many changes. A description of the school’s inclusion implementation process was shared. Both positive and negative outcomes of this policy...
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