...Inclusion, or organized placement of children with disabilities in mainstream classrooms (Cook, 2001), has certainly been one of the major topics in education for the last two decades (Avramidis, Bayliss, & Burden, 2000). However, it was not until quite recently that teachers’ attitudes towards inclusion of children with special educational needs (SEN) became the focus of extensive research (Avramidis & Kalyva, in press; Jobe & Rust, 2006). The major reason for this change in research interest could perhaps be traced to more contemporary approaches to education, which claim that in order to gain valuable insight into the practice as well as the dynamics of the inclusive classroom, there is perhaps no better method than to evaluate the attitudes of those who form an important part of that dynamic system; namely, the teachers (Rose, 2001). Indeed, teachers’ attitudes have been found to affect the process and the outcome of inclusion to a great extent (e.g., Avramidis et al., 2000; Richards, 2009). More specifically, teachers’ positive attitudes towards the inclusion of children with SEN could facilitate inclusion in a mainstream setting (e.g., Cook, 2001; Richards, 2009), since positive attitudes are closely related to motivation to work with and teach children with SEN. Teachers’ motivation in this case is of utmost importance because inclusion demands time, organisation, and cooperation with a pupil with SEN who is not customarily willing or able to participate...
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...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 and help parents navigate which way to go in regards to their specific situation and needs. | | | | | Attention GetterThesis StatementPreview of Main Points | INTRODUCTIONA. “Special Education placement for students with disabilities has failed to demonstrate substantive advantages over regular classes. Special Education has not...
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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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...Inclusion is a widely discussed topic in all educational systems nowadays. It refers to placing students with disabilities in age-appropriate general education classes in their home schools, and ensuring that they receive the specialized instruction described by their individualized education programs (IEP's). According to PD Dr. Friedhelm Pfeifer a senior researcher at ZEW and a lecturer at the University of Mannheim School, inclusion is intended to give all children and adolescents, including those with disabilities, the opportunity of participation in the highest possible quality educational services in the community. Nobody should be left out. In fact, this is a worthy societal objective. It essentially seeks to take these two worlds, regular...
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...Diversity and Inclusion SOC/315 November 09, 2011 Diversity and Inclusion Diversity refers the inclusion of different types of people in a group or organization. Many people with different backgrounds work together every day to accomplish tasks assigned on daily basis. Before working together the group should know the different dimensions of diversity. “Dimensions of diversity exert an important impact on our early socialization and a powerful sustained impact on our experiences, values, assumptions and expectations throughout every stage of history ” (Harvey, 2009). The different dimensions of diversity are race, gender, age, education, sexual orientation, and geographic origin, or employment. “Dimensions adds layers of complexity to individual identity, it is the dynamic interaction among all the dimensions that influences self-image, values, opportunities, and expectations” (Harvey, 2009). Dimensions of diversity apply an effect on each of us at home, work, and in society giving definition to our lives. “The United States is a very diverse nation and becoming more” (Schaefer, 2011). Concerning ethnic, cultural, or other groups I identify with all. My social circle is consistent with people from all groups. My social circle consists of individuals not a group. I think of all my associates as individuals with different personalities. My social circle member’s personalities are very different and the dimensions play a part from the way we dress, race, gender, and sexual...
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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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...Diversity and Inclusion SOC315 May 6, 2013 Jami Imhof Diversity and Inclusion What are the dimensions of cultural diversity? Identify and briefly explain the dimensions by referencing both text books. According to Understanding and Managing Diversity there are primary and secondary dimensions of cultural diversity. The primary dimensions are age, gender, mental and physical abilities, race, ethnic heritage, and sexual orientation. The secondary dimensions are geographical location, military and work experience, family status, income, religion, first language, education, organizational role and level, communication, and work style (Harvey & Allard, 2009). The dimensions of diversity can be broken into the following layers: Organizational, internal, external, and personality. Organizational dimension would include areas such as places of employment and the development and promotion opportunities. Internal dimensions are areas we have no control over, such as race or gender (although today people are able to make gender changes), typically gender is out of our control. External dimensions are controllable aspects of diversity. It would include areas like friendships or our career choices. Finally personality dimensions would include aspect such as religion, personal values as wells as an individual’s like and dislikes. With what ethnic, cultural, or other groups do you identify? Describe what members of your social circle have in common. I am an African-American...
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...Inclusion is a viewpoint that brings different students, whether able or disabled to create schools and other social institutions based on acceptance, belonging and community. In any classroom there are different kinds of children, but you may not be able to notice the differences among them from just looking at them. In almost every classroom they should be at least one child that needs special services that is not given in the classroom. There is no one law that forces classrooms to be inclusive, but when the Americans with Disabilities Act was passed in 1990 it made it illegal for any facility to deny any person or persons admittance into a facility because they had a disability. Advocacy for Inclusion believes that children who have a disability should have an inclusive Education of their choosing in the same way that choices are available to students in the broader community. The below are the discussion to maintain successful inclusion education. In the Camp children with special needs are first educated in a separate special education classroom called respite care, then they are transferred into a regular education classroom, but only after they had met certain criteria that would place them in a typically developing classroom with typically developing children. But simply placing a child into respite care class is not enough to develop child and be able to learn with others but Careful planning of the child’s entrance into the normal classroom must be carried out to...
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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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...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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...Thinking about diversity and inclusion 1. What are the dimensions of cultural diversity? Identify and briefly explain the dimensions by referencing both textbooks. The dimensions of cultural diversity consist of in the diverse cultures in the world. The diversity is the different race, gender, age, ethical, language, religion, education, and more. The geographic region and the social roll are the result of the cultural diversity in the world. The diversity is variable and depends of the human’s need and it has changed through human evolution. Countries that were pioneer on a cultural growth got behind and others countries progressed in art, technology, and science over the time. The immigration also interferes in the cultural diversity. The United States has a large amount of immigrants from many countries in the world. Immigrants try to preserve their cultural traditions to the future generations and over the time their cultures have influenced in the art, music, and the way to affront political issues of the United States. Cultures exist to serve the vital, practical requirements of human life (Harvey & Allard, 2009, p. 77). 2. With what ethnic, cultural, or other groups do you identify? Describe what members of your social circle have in common. Ethnic group is categorized to be integrated by people from other countries that speak different languages, cultural roots, and attitudes. The writer of this paper identify with the Hispanic group.The Hispanic social circle members...
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...Findings How can we include students with disabilities in a general educational setting is the main focus. With the inclusion of all the data that has been collected for this research has been made clear to me that there a few findings I found that were instrumental to me clarifying this question. My interpretation of the data concluded that I am on the right path in finding innovative ways to incorporate inclusion in my future teaching practices. Findings #1: One of the techniques I have seen during my research is Peer support Arrangement. This technique has been evident during my observations. It was not uncommon to see students without disabilities helping those with disabilities. There were no need for constant teacher interaction. The students took it upon themselves to give guidance to one another. During one of my observations I wrote in my journal, “I was observing Student L trying to help Student LU with the...
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...To me, inclusion is never turning away a person from a group or an experience because of their race, gender, gender identity, disability, etc. By isolating ourselves from people that are different than us, we are ultimately sheltering ourselves from opinions unfamiliar to us, which can lead to tension between groups of people. In the grand scheme of things, everyone coming to Virginia Tech may have different goals, but we are all going to be living in the same community and working together to achieve our individual wishes. By excluding any one person from something as simple as a conversation, it may prevent them from learning something that is important to achieve their personalized goal. Aside from achieving goals, inclusion can help bring...
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...In the video Christopher’s Story inclusion seemed to be the best situation for Christopher. The reason that I state this is because being included and accepted by his classmates. This has helped particularly with his physical therapy. When his therapist would come to do therapy with him, he did want to do it, but later he would enjoy doing with his classmates. It has helped him feel more comfortable with things around him. This can be beneficial for everyone for the reason that children learn more when they are comfortable. This is particularly true for kids with exceptional needs. Christopher has a great support system. He was provided with a physical therapist that would make sure that he was not only taken care off at school, but she...
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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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