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Special education and inclusive education
Special education and inclusive education
Teachers and inclusive learning
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Context Issue: Mastropieri and Scruggs, (2004) state that unfortunately, science education typically has received little emphasis in special education classrooms. A survey of special education teachers conducted by Patton et al. (1986) suggest that science is often not taught at all and, when it is taught, is allocated less time than typically is allocated in general education classrooms. Hall et al. (2002) states that the number of students with disabilities who take science and field research as a major in postsecondary education is very small. According to the Roeher Institute, between 5 and 20% of Canadian families have children with disabilities. Among children with disabilities, 15% have a moderate or severe level of disability. The most common type of long-term condition among young children aged birth to 14 years is a learning disability, affecting approximately 17 of every 1000 children reporting (Ontario Human Rights Commission, 2012). Therefore, in this study I am focused on learning disabilities, which come under mild disabilities (attention problems, dyslexia). Assessment and identification of children with disability is very important; because children with poor grades are consistently classified as having a learning disability, often without any proper assessment of why these children experience barriers to learning, development, and participation. Some of these barriers may instead be caused by cramped classroom conditions, inflexible curricula, and examination systems, learning material that lacks relevance to many children, or the lack of child-friendly and child centred teaching approaches (UNESCO, 2012). Importance: Data shows that knowledge of science improves the mathematics and reading scores of element... ... middle of paper ... ...om : http://www.edu.uwo.ca/inclusive_education/PDFfiles/201009TimmonsInclusiveEducationFullReport.pdf United Nations Educational, Scientific and Cultural Organization (UNESCO). (2012).Teaching children with disability in inclusive settings. Reterived on March 20, 2012 from: http://unesdoc.unesco.org/images/0018/001829/182975e.pdf Vaughn, S., Bos, C. S., & Schumm, J.S. (2007). Teaching students who are exceptional, diverse, and at risk: In the general education classroom (4th ed.). United States: Pearson Education. Waldron, N., and Cole, C. (2000). The Indiana Inclusion Study Year One Final Report, Bloomington, IN: Indiana Institute on Disability and Community. Wilson, R. (2008). Promoting the Development of Scientific Thinking. Available online at: http://www.earlychildhoodnews.com/earlychildhood/article_view.aspx?ArticleID=409. (Accessed February 22, 2012).
What do we do with children with disabilities in the public school? Do we include them in the general education class with the “regular” learning population or do we separate them to learn in a special environment more suited to their needs? The problem is many people have argued what is most effective, full inclusion where students with all ranges of disabilities are included in regular education classes for the entire day, or partial inclusion where children spend part of their day in a regular education setting and the rest of the day in a special education or resource class for the opportunity to work in a smaller group setting on specific needs. The need for care for children with identified disabilities both physical and learning continues to grow and the controversy continues.
Odom, S. L., Buysee, V., & Soukakou, E. (2011). Inclusion for young children with disability: A
Michael, S.et al. (2008). Prospects for improving K-12 science education from the federal level. Journal of Education 69(9): 677-683.
The students in our classrooms, both special education and general education classrooms, require individualized education to reach their full potential. Each child’s potential is different just as each child’s road to reach it is different. Our job as teachers is to be there for the student’s to help them reach their potential through their own unique way.
...ons from the 1%: Children with Labels of Severe Disabilities and Their Peers as Architects of Inclusive Education. International Journal of Inclusive Education, 12(5-6), 543-561.
Donovan, M. Suzanne and Christopher T. Cross (2002, August). Minority Students in Special and Gifted Education. Retrieved from http://site.ebrary.com.ezproxy2.library.drexel.edu/lib/drexel/-docDetail.action?docID=10032383.
The inclusion of children with learning disabilities into normal classrooms has proved to exhibit both positive and negative effects on children with and without disabilities.
Mungai, A., & Kogan, E., (2005). Pathway to inclusion. Voices from the field. United States of America: University Press of America.
Inclusion is not a new idea, but has been rapidly gaining momentum within many disciplines internationally. Inclusive education is a term often associated with Special education, and children with additional needs. However, inclusive education is about ensuring that educational settings allow for meaningful participation by all learners. Each child has their own unique identity, ways of doing things, strengths and weaknesses. Ministry of Education [MoE] (1998) states that teachers “should recognise that as all students are individuals, their learning may call for different approaches, different resourcing, and different goals” (p. 39, emphasis added). This statement shows that all children may require differing approaches in education, and that learners with and without diagnoses require an educator that is skilled in the practice of inclusion. Key strategies such as early intervention, partnerships with parents/whānau, transitioning, and equitable teaching are practices that inclusive educational settings use to ensure that all children are provided for within the setting. Partnerships with parents/whānau and other professionals are key to ensuring that inclusion is achieved.
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.
Deiner, P. L. (1999). Resources for Educating Children with Diverse Abilities: Birth through Eight (3rd ed.). Orlando, FL: Harcourt Brace & Company.
United Nations Educational, Scientific, and Cultural Organisation. (1994). The Salamanca Statement and Framework for Action on Special Needs Education. Retrieved from http://www.unesco.org/education/pdf/SALAMA_E.PDF
To begin with, full inclusion in the education system for people with disabilities should be the first of many steps that are needed to correct the social injustices that people with disabilities currently face. Students with disabilities are far too frequently isolated and separated in the education system (Johnson). They are often provided a diluted, inferior education and denied meaningful opportunities to learn. There are many education rights for children with disabilities to p...
Children in grades 3 through 5 are moving from "learning to read" to "reading to learn" and from "learning to write" to "writing to communicate". Students learn to work independently. They learn to read words and make mental pictures. Third through fifth graders also learn to write paragraphs, short essays and stories that make a point. The curriculum becomes more integrated. "Reading to learn" helps third through fifth graders better understand the scientific method and how to test hypotheses about the physical world. Additionally, "reading to learn" aids students in graphing and calculating scientific observations and then writing up their conclusions. Third grade science class will open new worlds of wonder and invite curious mind to explore (Williams, 2012).
Turnbull, R., Turnbull, A., Shank, M., Smith, S.J. (2004). Exceptional Lives: Special Education in Today's Schools. Upper Saddle River, NJ: Pearson Education.