The right to have access to education is a concern for people with disabilities. They were treated poorly and often desegregated from society. The response to the concerns of parents and educators over the exclusion of children with disabilities created the Individuals with Disabilities Education Act. The public law “guaranteed a free, appropriate public education to each child with a disability in every state and locality across the country”. In the 1970's children with disabilities entered schools and over the years, the number of students in special education has grown dramatically, from 4.3 million students in 1990 to 6.9 million students in 2003 (The Council of Chief State School Officers , 2007).
The philosophy of inclusive education has “brought about teams of general education and special education teachers working collaboratively or cooperatively to combine their professional knowledge, perspectives, and skills” (Ripley, 1997). Many approaches have been developed and researched over the years to determine best practices for inclusive education in public schools, which include mainstreaming and specialized schools. The challenge for educators and school systems is deciding which approach and strategies meets the individual needs all students in classrooms.
Collaboration and Cooperative Teaching In School Systems
Successful inclusion presumes that “no one teacher can or ought to be expected to have all the expertise required to meet the educational needs of all students in the classroom.” Therefore, collaboration, and cooperative teaching are recognized as essential for effective inclusion programs. (Leonard, L. & Leonard, P., 2003). Below discusses the importance of collaboration and cooperative t...
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...uire to development special education systems and inclusive programs, must be able to accept the possibility for total reconstruction of their current system. The administrators must plan extensive training to all members of the organization to better inform, educate and implement the desired program or system. As inclusion becomes more widespread, research and data must be analyzed to determine specific, effective strategies in creating successful systems for the school, community and most of all, people with disabilities (Wisconsin Education Association Council, 2007). Once there is appropriate research and data to show positive outcomes and strategies for offering effective inclusive education, educators and administrators must make the best of what information is currently available today and continue creating equal opportunities to quality education for all.
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