Students with disabilities have educational rights under a special law called the Individuals with Disabilities Education Act (IDEA) which mandates that students with disabilities have a free and appropriate education (Curry School of Education, n/d). The law requires that special needs students should also be placed in the least restrictive environment (LRE) suitable for their needs(Curry School of Education, n/d). The LRE for some students is often the g... ... middle of paper ... ...ed/resource classrooms and express their opinions on this matter. L., Peter and John (1994). Learning Disabilities.
In 1990, 1997, and 2004, reauthorizations of this Act were held, and the law came to be known as the Individuals with Disabilities Education Act (IDEA). IDEA mandates that not only should individuals with disabilities be offered a public education, they also have the right to learn in the least restricted environment. Therefore students with disabilities, both in public and in private schools, are to be educated to the maximum extent possible, and in classrooms together with students with no disabilities. Children with disabilities are most importantly children. Inclusion supplies opportunities for socializing and for friendships to grow.
(2002). Supporting students with Asperger's Syndrome in general education. teaching exceptional children, 34 (5), 60-66. Retrieved June30, 2010 www.questia.com/googleScholar.qst Stoddart, Kevin P. (2004). Children, youth and adults with Asperger Syndrome: Integrating multiple perspectives (1ed.).
Inclusive Learning Environments for Students with Special Needs. www.newhorizons.org Retrieved March 22, 2002. Smith & Strick. (1997). Learning Disabilities: A to Z A Parent’s Complete Guide to Learning Disabilities from Preschool to Adulthood.
ERIC Clearinghouse on Disabilities and Gifted Education. McGrail, L. (1998).Modifying Regular Classroom Curriculum for Gifted and Talented Students Gifted Child Today, Spring, 21-23 National Association for Gifted Children, Giftedness and High Ability. State Notes on Gifted and Talented, State Gifted and Talented Definitions Turnbull, R. Turnbull, A. Shank, M. Smith, S.J., (2004). Giftedness. In Exceptional Lives: Special Education in Today’s Schools (pp.
Male, Mary (2003). Technology for Inclusion: Meeting the Special Needs of All Students. Boston: Allyn and Bacon. National Information Center for Children and Youth with Disabilities (1993). “General Information About Learning Disabilities.” NICHCY.
( U.S. Department of Health and Human Services, 2002).. The programs prepare the parent(s) to be supportive in the endeavor. Head Start has the philosophy that parents are a child's first and most influential teacher. The Head Start program is beneficial to early learning. In 1964, the Federal Government asked a panel of child development experts to draw up a program to help communities meet the needs of disadvantaged preschool children.
Before 1975 all disabled children were included in general education classrooms; however, children with severe disabilities were placed in institutions for educational and living purposes. In 1975, Congress passed the Education for all Handicapped Children Act, which stipulates that all disabled students should be placed in a classroom considered the least restrictive environment for learning. This act does stress the importance of learning in an inclusive environment; however, it does not restrict the placement of students with severe disabilities into a segregated environment (Romano and Chambliss, 2000). In 1991, the name of the law was changed to the Individuals with Disabilities Education Act (IDEA) after some amendments were made. This new law states that every child with a disability has a ri... ... middle of paper ... ...s. ERIC Clearinghouse on Elementary and Early Childhood Education.
The IDEA emphasizes a least restrictive environment, in which children with special needs are educated to the highest of their ability (). For many special needs children the highest level of appropriate education lies within mainstreaming. Participation in mainstream programs depends heavily upon the academic ability and social skills of each individual child. The Individual Education Plan is used to monitor the ability, progress and future goals of each student. “ Not only must the IEP contain a statement of how the child’s disability will affect participation in the general curriculum, but it must explain why any student will not be participating in the general classroom...“ (Moore, Gilbreath, Maiuri, 1998, P.3).