Furthermore, when it comes to the special needs and teaching those in an inclusion classroom from a teacher slowing down to teach special needs student, to where the No Child Left Behind act has now required improvement performance of students with disabilities, which has created controversy that special needs students should have a different set of standards. The Face of Inclusion First to teacher who teach to parents who have a special needs child may be face with what is called an inclusion classroom. This is where a student that has special needs is placed in a regular classroom among their peers and is only pulled out for certain instruction (Koch 2012). Even though there are some disadvantage of an inclusion classroom in which a teacher may have to slow down to teach the special needs student, which could affect the other students learning. However, typical students and the special needs students can learn from each other and it can helps the special needs students to develop socially.
All three offer different learning environments and are based upon public law 94-142, now called the Individual with Disabilities Education Act (Demonte, 2010). Until 1975, schools simply had to describe the student as different to either exclude the student from school or tell the parent to institutionalize the student (p.158). When the IDEA came into being, schools acknowledged special needs students who previously they would not accept into their school (p.165). I remember distinctly in 1969, that separate classrooms housed and educated students with disabilities. It was the beginning of my journey in working with at risk populations.
1, 33-49 Thiessen, Sarah (1997). Effects of Single Parenting on Adolescent Academic Achievement: Establishing a risk and protective framework Walsh, Froma (2003). Normal Family Processes: Diversity and Complexity. New York, NY: Guilford Press http://family.jrank.org/pages/1577/Single-Parent-Families-Effects-on-Children.html retrieved August 24, 2008
Taking Sides: Parent View on Inclusion for Their Children with Severe Disabilities. Exceptional Children, 67(4), pp.467-484. Retrieved March, 11, 2002 from WilsonSelect Database. Choate, Joyce S. (1997). Successful Inclusive Teaching- Proven Ways to Detect and Correct Special Needs.
( 1998). The Picture Exchange Communication System: Communicative Outcomes for Young Children with Disabilities. Topics in Early Childhood Special Education, V 18(3), 144-59. Retrieved March 7, 2002 from Academic Premier Hayes, Nakonia. To Accommodate, To Modify, and To Know the Difference.
Special Education and Inclusion Many people seem to look past how learning-disabled students would feel to be placed in a mainstream classroom which includes students without disabilities rather than go to class in a segregated/special education classroom with only other students who also have learning disabilities. There are many researches constantly going on studying the effects of inclusion in classrooms to see if learning-disabled students achieve better in mainstream classes. Students with learning disabilities feel better about themselves when they are included in classes with their peers who don’t have learning disabilities. Some terms regarding inclusion education should be clarified so that a person who is not knowledgeable about special education will have a better understanding. Inclusion and mainstreaming in class rooms can be switched around to mean the same thing.
(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.).
Permissive, authoritarian, and authoritative instructors: Applying the Concepts of Parenting Styles to the Classroom. Individual Differences Research, 11(1), 1-11. Baumrind, D. (1971). Harmonious parents and their preschool children. Developmental Psychology, 4(1, Pt.1), 99-102. doi:10.1037/h0030373 Bednar, D. E., & Fisher, T. D. (2003).
Society for the Experimental Analysis of Behavior. References Bailey, Jon S. and White, Alicia G. (1990). Reducing disruptive behaviors of elementary physical education students with sit and watch. Journal of Applied Behavior Analysis, 23, 353-359. Horner, R.H., Carr, E.G., Halle, J. McGee, G., Odom, N., & Wolery, M. (2005).
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.