...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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...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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...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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...Proposal to Conduct Research on Factors influencing Primary School Teachers’ Attitudes toward Inclusive Education in the Cayo District. Student Karen Cruz University of Belize Submitted to: Dr. Somanadevi Thiagarajan Lecturer, Research Methods University of Belize July 23rd 2014 Contents 1.Introduction 3 2.Statement of the problem &sub-problems ………………………………………………………………………………………….5 3. Hypothesis and Questions Hypothesis and /or Questions……………………………………………………………………7 4 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...
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...with special needs such as the least restrictive environment (LRE) and inclusion. As part of the U.S. Individuals with Disabilities Education Act, the least restrictive environment is identified as one of the six principles that govern the education of students with disabilities and other special needs. By law, schools are required to provide a free appropriate public education in the least restrictive environment that is appropriate to the individual student's needs. "Least restrictive environment" means that a student who has a disability should have the opportunity to be educated with non-disabled peers, to the greatest extent appropriate. They should have access to the general education curriculum, extracurricular activities, or any other program that non-disabled peers would be able to access. The student should be provided with supplementary aids and services necessary to achieve educational goals if placed in a setting with non-disabled peers. Academically, a resource room may be available within the school for specialized instruction, with typically no more than two hours per day of services for a student with learning disabilities. Should the nature or severity of his or her disability prevent the student from achieving these goals in a regular education setting, then the student would be placed in a more restrictive environment, such as a special school, classroom within the current school, or a hospital program. Generally, the less opportunity a student has...
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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 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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...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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...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 and help parents navigate which way to go in regards to their specific situation and needs. | | | | | Attention GetterThesis...
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...New 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...
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...Introduction- Education holds the key to a long term and sustainable social transformation. The need for investment in this sector stems from the fact that education is an intrinsic human right, essential to build critically conscious citizens and not for the production of mere literates to add to the workforce. Schools are the primary institutions that impart formal education. They play a crucial role in the growth and development of children. A 'good school' would be an institution that would be inclusive and acknowledge diversity of culture, religion, abilities and varied class and caste backgrounds. It would recognize the differential potential in children and build on their talents. It would provide the space to question and critique and constructively engage with children's curiosity. The experience of schooling must go beyond the transfer of information from knowledgeable teachers to passive children treated as empty vessels that only receive. Such an experience must 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...
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...entitled “Special Needs Characteristics of Children with Emotional and Behavioral Disorders That Affect Inclusion in Regular Education”, by Stoutjesdik, Scholte, & Swaab (2012). The aim of the research paper is to determine the special needs characteristics of children with Emotional and Behavioral Disorders (EBD) that predict the placement of these children in restrictive school settings. The researchers point out that children with Emotional and Behavioral Disorders (EBD) are often placed in the most restrictive educational settings, despite various countries’ aim to place all children in the least restrictive settings possible, based on the Salamanca Statement (1994). This is due to the fact that EBDs are considered the most challenging disabilities to be catered for in regular education settings. The researchers argue that there are differences in the characteristics between children with EBD that are educated in special education schools and those educated in inclusive education schools. It is argued that these differences play a significant role in the decision as to where a child with EBD is placed and the study seeks to answer two research questions: determination of the differences in characteristics between children with EBD placed in the two different settings, and determination of the the difference that contribute most to placement in restrictive education settings. The researchers mention previous studies that have determined that young age, ethnicity, male gender...
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...[pic] Applied Degree 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...
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...than English, as well as students with disabilities (Ashman, 2002). However, for the purposes of this study, ‘the term inclusion is defined as partial or full inclusion in regular classrooms, with the level of inclusion being dependent upon the severity and number of disabilities and the level of additional support available for that student’ (Fuchs & Fuchs, 1994, cited in McNally, Cole & Waugh, 2001, p. 258). A successful system of inclusion requires that the community believe in the competence of the education system to meet the needs of all students. Parents especially have to have confidence in the capacity of the schools tounderstand and effectively educate their children with special needs. Given the current policies of inclusive education, children with special needs are increasingly being educated with their non-disabled peers in the regular classroom. Therefore, the purpose of this study was to investigate the attitudes of parents of students with disabilities, with regard to the inclusion of their children within the regular education system. The research literature indicates that there is a wide range of opinion amongst parents related to the placement of children in educational settings. Some parents prefer and advocate for inclusive placement, while others favour separate placement (Grove & Fisher, 1999). As the trend towards inclusion grows, one of the chief concerns of parents is the protection of support services for their child. Daniel and King (1997)...
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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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