Inclusion Case Study

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Inclusion has shown that students with and without disabilities can learn together and have a positive effect on one another. Justice, L. M., Logan, J. R., Lin, T., & Kaderavek, J. N. in 2014, proving that students with and without disabilities can learn in the same classroom. The study examined a large population and findings can be generalized to a predictor for all Special Education programs. 85% of the students without disabilities met the criterion for cut-off and only 50% of the students with IEP’s met the criterion cut-off on the Descriptive Pragmatics Profile (DPP) during the spring semester. On average there was an 8 point gain. Knowing that large language gains can be made for all children is supportive and promising of current literature/theories…show more content…
Collaboration in education is seen as a legal mandate, best practice in teacher practice, and necessary for the inclusion of children with special needs (Hernandez, S. J., 2013) but if educational leaders, professionals, family, and culture perceptions aren’t in unison the possibility is unattainable. In Jordan, younger teachers are more accepting of inclusion practices for students with ASD. The more experience the teacher had the less they supported inclusion of children with ASD inside the general education classroom. The majority of special education teachers had no formal training in ASD (Abu-Hamour, B. d., & Muhaidat, M., 2013). In Hong Kong, teachers’ acceptance of inclusion varied dependent upon the child’s disability. Children with visual impairments obtained the least support with only 39.1%. Teachers and administrators trained in special education had higher acceptance than untrained teachers. Teachers don’t strongly support inclusion but have a neutral feeling. In addition the professional role held by the staff didn’t make a significant difference to their attitudes (Sullivan, A. L., & Field, S., 2013). Teachers’ knowledge of students with disabilities is mainly built on experience that they acquire while teaching, rather than education. Ultimately, learning through experience teachers lack or missed important information and knowledge about the essentials of students…show more content…
The necessity for inclusion implementation is surrounded behind the notion, “the principal must be the lead catalyst for inclusion to be successful” (Smith 2011). Principals lack the prerequisites for implementing inclusion. The first problem that needs to be addressed is the lack of knowledge base. Data in the research reported 80 percent of the State of Georgia’s secondary high school principals’ only had 9 or fewer credit hours of formal training in special education. Which to note that 9 credits are the minimum requirement for an administrator certification. At the time of the study conducted by Smith (2011), there were 48o secondary high school principals in the State of Georgia. Only 102 participated in the survey and represents about 25% of the population. Perhaps principals that support inclusion were the only individual’s motivated to participate in the survey. Conversely, the findings did discover that more than 80 percent of principals lacked the knowledge of special education. Over 50 percent of secondary principals in the State of Georgia ideas of inclusion were fostered based on a 1 or 2-day training about inclusion. This fact highlights the lack of functionality of inclusion in our schools. Perhaps the federal and state government has deficiency in laws that support and mandate local districts to implement inclusion to solely meet the needs of students with

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