Inclusion Models for Special Education

Paper Summary:

This paper describes several approaches to implementing inclusion policies for special needs students. Inclusion is defined as keeping special education students in the "least restrictive environment," which often means within the regular classroom. Five models of inclusion are examined. These include one regular teacher and one support teacher; station teaching, parallel teaching, alternative teaching, and team teaching.

From the Paper:

"In some inclusive classrooms, one classroom teacher has expertise on the topic being taught while one has expertise regarding academic skill strategies that can be used to help struggling students master the work (Daack, 1999). This approach is sometimes called "teach/support." The curriculum-based teacher does the planning and grading while the special education teacher focuses on helping individual students master core concepts or survival skills (UM, 2006). In this approach, the two teachers collaborate, but each teacher has a different approach to instruction and brings different strengths to the collaborative teaching setting."

Sample of Sources Used:

• Conderman, Gary, and McCarty, Bonnie. 2003. "Shared Insights from University Co-Teaching. Academic Exchange Quarterly 7:4, Winter.
• Curators of the University of Missouri (UM). 2006. "The Ins, Outs of Co-Teaching. Center for Innovations in Education. Accessed via the Internet 5/6/06. <http://www.cise.missouri.edu/publications/innovations/april-2004/lindsey.html>
• Daack, Elaine E. 1999. "Preparing for Inclusion." UNI. Accessed via the Internet 5/6/06. <http://www.uni.edu/coe/inclusion/preparing/building_levels.html>

More papers on Inclusion Models for Special Education:

• Term Paper # 5560 : "Collaboration between Special Education and General Education Teachers"
• Persuasive Essay # 108481 : "Special Education in the Science Classroom"
• Term Paper # 120261 : "Education in Cuba"

APA Citation:

MLA Citation: