...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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...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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...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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...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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...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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...The Benefits and Challenges of full Inclusion for Youth on the ASD Spectrum: Which Environments are Least Restrictive? With Autism on the uprising in society we have to become more inclusive in our academic environments in order to allow these individuals with Autism to have the opportunity to grow and develop in their social, emotional, physical, intellectual and behavioural aspects of their lives. Although it would be beneficial to become more inclusive in all-academic environments there may be many challenges that inclusion can create in these individuals lives. The benefits and challenges of full inclusion for youth on the ASD spectrum is the main topic of this paper and which environments are the least restrictive to the inclusion of...
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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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...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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...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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...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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...church. God told the Pastors to come to a city that was full of sin, pain, in need of the Almighty Savior and filled with poverty. “Pastors Jim and Deborah Cobra had just started the church with a small group of people, and the Lord was already bringing in the broken-hearted, the sick and the maimed” (The Rock Church, 2013). With the promise from Isaiah 12:3, “With joy you will draw water from the wells of salvation”, The Rock Church begins a life-long difference in a broken city. Then after many years, a mother and her son with Down syndrome named “Brian” came to service. The church was developing and expanding its structures at the time. The Pastor was preaching about how the members could help by donations to pay off the upgraded church. Pledges were being made, and Brian was only a young child at the time. He wanted to pledge. He wanted to get involved. His mother was astounded by Brian’s need to be involved. At first, the mother did not think of Brian being able to determine his involvement in the pledge; however she did not want to confuse the love of the Lord that Brian was clearly showing. She did not think it was possible for him to get, but she quickly learned she was wrong. This is when RCWOC decided to make a fully inclusive children’s youth ministry program, and they named it after Brian. RCWOC is dedicated in meeting the needs of all children that attend the church. Down Syndrome: A Full Inclusion Plan for The Rock Church Like today’s many churches...
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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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...job most efficiently. Also jobs are continually changing as time goes on so job analysis needs to take note of any changes periodically so that the current job duties and requirements are kept up-to-date. This means that the person doing the analysis should also be very familiar with that job and position. “A job analysis leads directly to the development of several other important personnel [tools]; a job specification, a job evaluation, and performance criteria” (Riggio, 2008, p. 57). The job of paraeducator is an important one. The job of paraeducator consists of assisting full-inclusion (FI) students. Full-inclusion students are students that have special needs that are mainstreamed into a regular classroom among peers that do not have special needs. The class has a state credentialed teacher that the paraeducator works with as an educational team for not only the full-inclusion student but the entire class as well. Job analysis methods are measured accessible for performing an analysis of a particular job. They consist of a detailed and accurate description of the steps that one uses to complete tasks to perform or fulfill the duties of...
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...Teacher Perspective on Full Inclusion of Students with Learning Disabilities in Saudi-Arabia High Schools Student Course School Date A Dissertation Submitted In Partial Fulfillmemt For The Award Of The Degree Of Masters Of ………………..In The Faculty Of Education At The ………..University YEAR: 2015 THE CANDIDATE’S NAME THE NAME SCHOOL Declaration This study is my original work and has not been presented for a degree or any other award in another University or institution of higher learning Signature…………………………………… Date………………………………… Name of the Student: Registration number of the student: I confirm that the work conveyed in this proposal is carried out by the candidate under the guidance of my supervision. Signature……………………………………… Date ………………………………. Name of the Supervisor Name of the University Name of the Department Dedication I dedicate this proposal to my parents, Mr. and Mrs. ………… for modeling me into who I am and for their moral and financial support throughout the whole process. Contents Declaration 2 Dedication 3 Abstract 5 Acknowledgments 7 Chapter One: Introduction 8 1.1 Background of the Study 8 1.2 The Purpose of the Study 9 1.3 Significance of the Study 9 1.4 Research Problem 10 1.5 Research Questions (Quantitative) 11 1.6 The Theoretical Model 12 1.8 Definition of Terms 13 Teacher Perspective-Refers to the view and opinions of teachers based on the special education services provided to students with disabilities...
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...inclusive environment. The assignment represents your mastery of the Course Learning Outcome 4. Murawski and Spencer (2011) define inclusion as “an academic setting that provides support and service in the general education classroom so that students with a disability have equitable access to the same curriculum as their peers” (p. 19). Inclusion can consist of one class period up to a full day (i.e., “full inclusion”). Regardless of the time spent within the general education classroom, the overarching theme of inclusive education is collaboration between the general educator, the special educator, service providers, and paraprofessionals/instructional assistants to provide meaningful and engaging curriculum for all students. Strategies for creating materials and providing instructional delivery vary depending on your role in the collaborative education team. One method for developing and teaching lessons is through Universal Design for Learning (UDL), which is used “to reduce barriers, as well as optimize levels of challenge and support, to meet the needs of all learners from the start” (National Center on Universal Design for Learning, 2012, para. 2). Team members involved in this type of planning and delivery include the general educator and any other education or service providers who support students with disabilities in the general classroom. Another method that can be incorporated with UDL is Differentiated Instruction (DI), whereby “teachers can structure learning environments...
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