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Legislation and policies for inclusive education
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There exists a history of excluding children who require special education from children who are in general education classrooms. Exploring the separation of special education and general education students is important because the division causes a variety of disadvantages for special education students. Teachers hold special education students to lower standards than their general education students and special education students are aware that they are not getting the same amount of information in as much depth as their general education peers. Special education students are often placed in a lower academic track, which causes teachers to expect less of them and therefore give them fewer chances to excel on a high level. The addition …show more content…
Students are placed into lower tracks, which causes teachers to have lower expectations of them. When aware of these expectations placed on them either by their teacher or the academic track they are in, students act in accordance to them, therefore not acting in a way that would allow them to reach their full potential. I also looked at the Inclusion Education Theory which found that educational and social inclusion is beneficial to both special education and general education students, but would require collaboration on all levels. On the other hand, the separation of these two groups would cause negative effects to their social opportunities and to special education students’ academic opportunities. The Inclusion Education Theory helps because a heterogeneous classroom prevents special education students from losing class time when leaving for their separate groups, and gives them more time to build peer relations. I also looked to the idea of Standards Based Reform, which states that separating special education and general education students harms all students and requires the reformation of expectations and measuring success in order to properly integrate …show more content…
With integrated classrooms, all students will be held to the same academic standards, hearing the same instructions and expectations. However, students will also receive differentiated instruction, which will enable the successful inclusion of special education students into the general education classroom. Differentiated instruction moves past the normal ‘sit-and-listen’ type of learning and incorporates a variety of engaging, hands on teaching techniques that are more apt to reach every student in the classroom. Special education students will no longer receive substandard instruction, which allows them the opportunity to excel in areas that their previous lower tracks did not. Children with special needs would still be granted an Individualized Education Program (IEP) by a special education teacher, which sets their goals and level of ability. Grading for their work would follow these standards so as to ensure special education children are not failed for work they cannot complete. However, the opportunity to excel still remains for them, as often times students in special education programs are on-level with their academic work but are in the special education program for behavioral or social reasons. An integrated classroom would keep special education children in the general learning environment, which gives them more time with their peers
Imagine you are young teenage girl in the high school setting. You look the same as everyone else. Nothing on the outside appears to be abnormal. You want to be included and do everything else the other students are doing. However, you have this learning disability no one knows about except for you, your parents, the exceptional educator, and now your general education teachers. It’s not easy being different wanting to do everything the other students are doing. Well, this is why mainstreaming and inclusion are important for these students. They want to be successful like everyone else. They want to fit in. They want to go to the general education classes with everyone else. Leading up to this is why Individual Education Plans are important for these students to have a chance at normality.
...n countries are considering the development of a special education system, necessary planning must be implemented to inform and educate all staff members and involvement of researchers to discuss and examine the entire educational program. The most important part of the system must consider the students well-being with the least obstructive involvement in students school and educational life. All factors of the students life must be presented including home life which creates an necessary and crucial involvement of the parents. Inclusion requires constant assessment of practices and results to better inform all parties of student progress. As inclusion becomes more widespread, a collaboration of developers and data must be analyzed to determine specific, effective strategies in creating happy, contributing citizens. (Wisconsin Education Association Council, 2007)
According to Stout (2001) the concept of inclusion can be differentiated into mainstreaming, inclusion and full inclusion each describing the amount of time special education students become part of a normal education classes. “Inclusion is a term which expresses the commitment to educate each child, to the maximum extent possible, in the school and classroom he or she would otherwise attend” (definitions section, para. 2). This commitment is based on the belief that special needs students would profit from the regular classroom environment (Noll, 2014, p. 225). According to Stout (2001) research based evidence supports this belief as “Recent meta-analyses confirm a small to moderate beneficial effect of inclusion education on the academic and social outcome of special needs students” (Research section, para. 3). There are many who also believe that inclusion is good for the overall class as it can teach empathy, and “teaches us to think about we rather than I” (Sapon-Shevin, 2008, p227). There are others however, who feel that “Contrary to some egalitarians, a good society honors those who through intelligent good will, artistic talent, athletic prowess, or plain honest hard work make our lives better” (Carpenter, 2008, p.235) and therefore believe that it is ok to think of “I” and not we.
Did you know that over two thirds of special education students receive services for non-mental health issues, among these students 17% have serious behavior as well as emotional issues compared to over 51% of special education students with mental health issues and 4% of students not in special education (Pastor and Ruben)? My research paper will first explain what Special Education actually is and it will focus on the issues that arise when disciplinary actions are called for and what is to be considered the most appropriate and effective forms of discipline in special education. It will also cover the most common issues that arise in special education as well as what strategies are effectively administered to solve these issues. My research paper will also take an in-depth look into special education students with non-mental health issues. It also will look at some misconceptions of special education students.
The education system is arguably the most beneficial system in the world; however, it also contains many controversial practices. Proper funding, discrimination, and curriculum are just some of the problems in today’s education system. Everyone has a different opinion about what is best for our children and it is impossible to please everyone. As long as the educational system is in tact, then there will be confusion and debate within the system and its’ administrators. The only thing that can be done is attempting to make it so that everyone will benefit equally, but this is much more difficult than one would assume. I will focus on the aspect of discrimination on minorities within special education and more specifically the following questions: Does the special education system discriminate against minorities? If so, how? What can be done, if anything, to correct or improve this system?
In classrooms across America, teachers must provide instruction that is culturally, linguistically appropriate as well as based on core standards. Special education gives children instruction based upon their unique needs based on a documented disability. Student disabilities often involve mental, physical, emotional and behavioral issues that makes instruction a challenge. The Individuals with Disabilities Education Act (IDEA) "governs how states and public agencies provide early intervention, special education and related services to more than 6.5 million eligible infants, toddlers, children and youth with disabilities." (Building the legacy: IDEA 2004) This law provides guidelines for the educational system to identify, assess and implement education to meet the learning requirements of students with disabilities such as autism, emotional, mental retardation or physical disability. It is important to note that not every child with a disability requires special education - learning must be adversely affected and have one of the categories of special education to quality for services." (Building the legacy: IDEA 2004)
In order for inclusion to be implemented properly it is important that teachers, parents, and administrators to know the definition of inclusion. An inclusion program means that the student spends all or most of their school time in the general education classroom rather than a self-contained classroom. However, the students will still receive the support and interventions they would have received in a self-contained classroom. There are different types of inclusive classrooms where different types of teaching occur. There is co-teaching where there is both a general education teacher and a special education teacher that co teach. Both will work with students that have an individualized education plan (IEP) and the student will receive more support. In addition, an inclusive classroom can have a general education teacher but has the special education teacher as a resource or aid, which qualifies as a collaborative model of inclusion.
For a special education student to be successful and reach their true potential, it takes a collaborative effort between both the special education and general education teacher. Both teachers need to have an understanding of each student’s disability and unique academic needs. Both teachers play vital roles in participating as part of the IEP team, providing professional input, and best practices to develop the student’s IEP, which will provide all stakeholders in the child’s education the accommodations and modifications for the special needs child to be successful in the
middle of paper ... ... _ Education _ Inclusion.aspx Harchik, Alan. The. (2005). The 'Secondary' of the 'Second Inclusion of children with special needs in regular classrooms: Pros. & cons.
Inclusion of all students in classrooms has been an ongoing issue for the past twenty-five years (Noll, 2013). The controversy is should special education students be placed in an inclusion setting or should they be placed in a special education classroom? If the answer is yes to all special education students being placed in inclusion, then how should the inclusion model look? Every students is to receive a free an appropriate education. According to the Individual Education Act (IDEA), all students should be placed in the Least Restrictive Learning Environment (Noll, 2013).
Inclusion 'mainstreams' physically, mentally, and multiply disabled children into regular classrooms. In the fifties and sixties, disabled children were not allowed in regular classrooms. In 1975 Congress passed the Education of all Handicapped Students Act, now called the Individuals with Disabilities Education Act (IDEA). IDEA mandates that all children, regardless of disability, had the right to free, appropriate education in the least restrictive environment. Different states have different variations of the law. Some allow special needs students to be in a regular education classroom all day and for every subject, and others allow special education students to be in a regular education classroom for some subjects and in a separate classroom for the rest. There are many different views on inclusive education. In this paper I will address some of the positive and negative views on inclusion and ways to prepare educators for inclusive education.
The true purpose of school is to prepare children for their future in becoming lifelong learners and global citizens. For children with special needs, special education services prepare and provide support for them in dealing with the challenges they face daily. Laws such as Individuals with Disabilities Education Act has enforced schools to provide education to all children and reinforces the purpose of the school, which is to provide children the Least Restrictive Environment to help them develop to their optimal potential. There are myriad of concerns regarding inclusion’s effect on typical developing students, yet a research done by Bui, Quirk, Almazan, and Valenti shows that “[p]resence of students with disabilities results in greater number of typical students making reading and math progress compared to non-inclusive general education classes” (p. 3). Therefore, inclusion not only benefits children with disabilities, but it also benefits typical developing student’s academic skills and allows them to learn acceptance and respect for students with disabilities.
The idea of inclusion within a classroom tends to breed controversy from many people. Currently there is no clear consensus on a definition of inclusion (Heward, 2006). There are many different views on how students with disabilities should be handled. Those views ranged from students being fully included, partially included, or not included at all in mainstream schooling. Different descriptions of inclusion tend to reflect the person's own opinions towards it. People who feel students should not be included in the classroom focus on the negative characteristics of inclusion, such as the challenges of developing plans for students as well as the hard work it requires to incorporate those plans. However, studies show that full inclusion has many benefits to the students, for both students with disabilities as well as students without them. Inclusion has shown to improve the student's social skills, encourage communication, inspire laws and regulations, and improve the overall schooling experience (Gargiulo, 2012). Although it will take longer then some would like or have the patience for, full inclusion can be done in the classroom, with its benefits outweighing the hard work that it requires.
Inclusion in classrooms is defined as combining students with disabilities and students without disabilities together in an educational environment. It provides all students with a better sense of belonging. They will enable friendships and evolve feelings of being a member of a diverse community (Bronson, 1999). Inclusion benefits students without disabilities by developing a sense of helping others and respecting other diverse people. By this, the students will build up an appreciation that everyone has unique yet wonderful abilities and personalities (Bronson, 1999). This will enhance their communication skills later in life. Inclusive classrooms provide students with disabilities a better education on the same level as their peers. Since all students would be in the same educational environment, they would follow the same curriculum and not separate ones based on their disability. The main element to a successful inclusive classroom, is the teachers effort to plan the curriculum to fit all students needs. Teachers must make sure that they are making the material challenging enough for students without special needs and understandable to students with special needs. Inclusive classrooms are beneficial to students with and without special needs.
However, it still met with inconsistent criticism due to the myth that “positive intervention” doesn’t work and draining resources of regular courses. However, evidences shown prove the opposite effect. Special education is constant need of more funding – especially when it constantly gets budget cuts from congress and thus, schools are unable to keep up with the afford to provide the necessary need of special education (Wall 2014). So the myth of special education draining resources is the no way the truth. How could they be able to drained resources from other students if the programs themselves are in limited supply? Lack of understanding and easy to become a scapegoat for the blame of overall score of a school being poor is quite easy to pit the blame. Another reasoning is due to socialization—the label of being placed in special education is rather an unfortunate burden that could follow the child (Huerta 2015). Often times, stereotypes are attached and are considered inferior to other students, potentially adding onto potential fears. In order to improve any form of education for special education, funding a provided them resources should be considered the first thing to look