Abstract This article incorporates the writer's philosophy when it comes to educationalinclusion and backs it up using solid research. The writer discusses the importance of inclusion and the benefit it has to the classroom. The writer points out that many years ago, students who had special needs were shut into a classroom at the end of the hall and taught away from their peers. The writer then notes that today, students with special needs are mandated by federal law to be educated in the least restrictive environment and be given a fair and appropriate education. The writer believes that inclusion can be a positive education experience not only for the students with special needs but also for the regular education students as well. This paper includes approximately 15 pages of source copies.
Outline:
Introduction
Personal Philosophy Philosophy on Differentiating Instruction
Behavior Management
Reading/Language Arts
Conclusion
From the Paper "The writer's philosophy of inclusion is that it not only provides the ability for students with special needs to be educated in classrooms with their peers, but it also provides an opportunity for regular education students to learn from those who are included. Students are individuals with different learning styles, strengths and weaknesses, whether or not they have a learning disability. Placing special education students with regular education students provides an atmosphere for the special education students to reach higher than they may otherwise have been challenged as they work together with regular education students on the assignments and projects. This opportunity allows regular education students to demonstrate the ability to work in teams with different skill levels and interests and to show compassion for students who may not be as able as they are. It is a win-win situation as long as the inclusion is not allowed to reach the point that it is disruptive to the classroom."
Abstract This paper examines the history and competing arguments in the debate on whether learners with disabilities should be included in the 'normal' classroom environment. It explains how inclusion may not be the ideal solution in all cases, but suggests that a full inclusion model best serves the interests of the learners and society as well. The writer explains that the philosophy of inclusion hinges on helping students and teachers become better members of a community by creating new visions for communities and for schools. The writer concludes that while it must be acknowledged that there are costs associated with inclusion, from an idealist perspective, the clear economic and social benefits to society from educationalinclusion override these costs.
Outline:
Introduction
Personal Interest in Inclusion Brief History of the Issue and Conflicting Arguments
Conflicting Arguments and My Position
Conclusion
From the Paper "The issue of inclusion and inclusive practices in education with respect to learners with disabilities is one of the most controversial debates in the field of education. While there has been a general movement towards the full inclusion of all students with disabilities in Western countries such as Canada, studies have found that the actual level of inclusion and inclusive practices does not meet the ideal. Indeed, there is even debate whether inclusion best serves the interests of all students in this group, especially those with emotional and behaviour disorders (E/BDs) (Heath et al. 2003)."
Abstract This paper explains that full inclusion, which means the all children get the same education to the fullest extent possible, presents a problem with emotionally or behaviorally disturbed children that disrupt the classroom and whose needs are exceptional, requiring carefully considered instruction. The author points out that the situation for these children is made worse by behavior standards called "zero-tolerance", a policy that dictates that no instances of bullying will ever be overlooked; however, the student in question may not have better skills in place to replace bullying to meet his needs. The paper relates that one solution is to provide services in a "wrap-around" manner, a program works on all the stressors on the child's life rather than focusing only on the school day and emphasizes solving the child's problems within his natural environment.
From the Paper "Under some circumstances, it is easier to think about inclusion for a student than under some other circumstances. It might be very easy to think about inclusion for a sweet boy with an IQ around 60 who tries hard and who rarely deliberately misbehaves. For some educators, it might be easy to think about inclusion for an autistic child who has academic potential, especially if the district has a good support system in place, with experts who can help them as they learn to meet that child's unique needs."
Tags: collaboration, interventions, zero-tolerance, wrap-around, systems
Abstract In this article, the writer looks at mainstreaming or inclusion, an educational practice which places the special needs students in regular classrooms with their peers "to the maximum appropriate extent".
This work takes a close look at instructional and behavioral strategies, varying philosophies and what critics of the mainstream-inclusion environment have stated. The writer discusses research in the area of mainstreaming and backs up a personal philosophy with references from the field of education along with behavioral management strategies that would be optimally employed with exceptional children in the classroom.
Table of Contents:
Abstract
Objective
Introduction
Philosophy on Inclusion/Mainstreaming
Instructional and Behavioral Strategies in the Mainstream-Inclusion Classroom
Exclusion: Criticism
Summary & Conclusion
References
From the Paper "Instructional practice designed to be effective in the mainstream-inclusion classroom environment must be one that is readily adaptable yet one that is sensible in its' application in this unique and exceptional classroom setting. Although there are complications and difficulties inherent in teaching in this environment the ultimate rewards, as well as the daily ones are motivational and inspirational to the educator who strives toward excellent instructional provision. The philosophy of the educator in this type of classroom must be able to 'tuck and roll' if you will as they must be able to think on their feet and adapt quickly and often to the needs of the individual student."
Abstract This paper reviews the writer's personal philosophy for inclusion in terms of successfully teaching students with disabilities. Specifically, the paper looks at what instructional strategies can be used in implementing the writer's strategy for inclusion and what accommodations or modifications can be made in order to make the philosophy adaptable to different age groups and different disabilities.
Outline:
Abstract
Introduction
Philosophy of Inclusion Philosophy of Differentiating Instruction
Instructional and Behavior Strategies
Suggested Accommodations and Modifications
Conclusion
From the Paper " The purpose is to let the students know what the rules, procedures, expectations and consequences are. In a sense, it is the teacher's way of making a lasting first impression. Suggested Accommodations and Modifications:With an instructional and behavioral strategy that focuses on establishing clear expectations and standards both for the classroom as a whole and for each individual (through the development of IEPs), it is clear that such a strategy will have to be modified in order to function properly at different age groups and with different disabilities."
Abstract This paper examines the inclusion practice, which is designed to support students with special needs in the regular-education schools, instead of housing such students in special-education classrooms. The paper explains that this applies whether the school is public, private, or another type of care facility dealing with education. The paper points out that there are many that believe inclusion is good for everyone involved, as students who have disabilities learn new and multiple ways of communication. Nonetheless, there are those that object to the practice because of their fears that special needs children in a "regular-education" classroom will be too distracting. The paper then explains that although there is still debate on the issue, inclusion has the potential to improve the educational system for all students, not just those with disabilities. The writer believes that curriculum changes are inevitable, and teaching methods much change as well, for inclusion to be implemented as a successful program. The writer concludes that proponents of inclusion argue that students with disabilities are not fully assimilated into mainstream student life, and their inclusion will increase their self-esteem and may increase their ability to interact with others including their peers.
Outline:
Introduction
Review of Literature
Data Collection
Analysis
Discussion
Summary
From the Paper "Unfortunately, it appears that there is limited data available on the success or failure of inclusion in the classroom. The data that does exist, however, appears to be on the positive side of the issue and supports the proponents of an inclusive classroom. The data indicates that child specific and peer-mediated interventions lead to the greatest increase in social interaction with peers. However, in both the short and long term, the most impact on children in the study was social integration intervention, which increased their social acceptance. Additionally, toys and other such instruments used to increase communicative activities taught peers and children with disabilities how to initiate and maintain contact and how to sustain communication."
Tags: teacher, student, social, inclusion, development
Abstract The purpose of this study is to determine what, if any conflicts of law are presented to educators and administrators of schools in compliance with the 'The Individual with Disabilities Education Act' and the 'No Child Left Behind Act', specifically that of inclusion. Further, this work researches inclusion in education and examines the pros and cons of inclusion as well as the laws that have been passed which affected inclusion. It also explores the types of methods used to teach in an inclusive classroom. Includes case studies and several tables and graphs.
Education: Inclusion Abstract
Chapter One
Introduction
Background of the Study
Statement of the Problem
Purpose
Research Question
Assumptions
Delimitations
Definitions
Summary
I. Facts of Inclusion and the Laws Governing Classroom Practices
II. Case Study Findings
A. Case Study One
Case Study Two
Case Study Three
Case Study Four
Conclusion
From the Paper "The law with IDEA and the law in Section 504 of the Rehabilitation Act of 1973 are conflicting laws when viewed from the administration and educators view. Inclusion is a problem only where resources are restricted from fulfilling the funding aspect that is a vital requirement for successful inclusion. Without the resources available for successful implementation the consultative/collaborative environment that is one of the ingredients in the success of inclusion then there is no way for inclusion to be positive for all students thereby creating a level of discrimination in the classroom. Findings also show that there is a chance of discrimination in use of inclusion in the classroom."
Abstract The paper discusses the Individuals with Disabilities Education Act (IDEA) that grants an individualized program of education to students found eligible to receive special education services that meet their unique educational needs. The paper focuses on autism in the educational system. The paper explores the benefits, trends and disadvantages of inclusion of these students in the classroom and shows how a need exists to support teachers working in inclusiveeducation programs to help promote student achievement. The paper discusses how greater collaboration and more collaborative teaching, as well as training for both special education and traditional teachers have been identified as important factors for making sure that inclusion programs work.
Outline:
Special Education Law - Background Information
Autism Spectrum Disorder
Autism Statistics
Inclusion/Benefits/Trends/Disadvantages
Summary of Review
In Service Training and Teacher Perception of Autistic Students
Discussion/Conclusions
From the Paper "Very succinctly the IDEA supports individual instruction for children with disabilities and handicapped status to ensure they are provided "adequate educational opportunities" in an "egalitarian" environment (Smith, 1990:6). The law ensures that administrators prove compliance with efforts to promote egalitarian access to education, and ensures that teachers are provided formal plans for assisting students (Smith, 1990). Additionally parents are provided a voice in their student's education and students afforded the opportunity for a proper and meaningful education (Smith, 1990)."
Abstract This paper researches the different ways to have good management both in the elementary and in the middle-school classroom. It then examines inclusiveeducation and how it is best managed. Finally, this paper discusses how to combine good management skills with inclusiveeducation. Teachers will always strive to find the best combination for their students because their success is the number one goal of the American public school system. Educating teachers on management skills and inclusive skills is the only way for them to succeed at managing inclusive classrooms. This paper aims to educate these teachers, school administrators and parents; all of whom have the same goal for the students in their lives.
Outline
Abstract
Elementary Level Management
Middle-School Level Management
Inclusion in the Classroom
Conclusion
From the Paper "Elementary level children range in age of four all the way to sometimes twelve years of age. These students are at a crucial time in both their personality and physical development. Generally, teachers may spend more waking hours with these children than their parents do so it is crucial that teachers work as effectively as possible. Most of this effectiveness is keeping organization in the classroom through good management skills. In order to adequately manage the elementary level classroom the teacher must look at organizing their classroom and supplies, choosing rules and procedures, managing student work, planning and conducting instruction, maintaining appropriate student behavior and managing problem behaviors, and managing special groups."
Abstract This paper discusses the reasons behind the debate regarding inclusiveeducation, as well as the pros and cons of the controversial issue of inclusion in education. The paper concludes with a brief summary and potential recommendations for future action in this area.
Outline:
Introduction
Reasons Behind the Debate
Laws for the Education of Disabled Children
Pros of Inclusion Cons of Inclusion Conclusion & Recommendations
From the Paper "Future recommendations for equality in education have been widely written about. The majority of the research in this area generally agrees that a continuum of placements, supports and services should be made available for all students, but always assume that every student's first placement is in regular education. According to the Wisconsin Education Association Council , all school placement decisions of a disabled child should be based on a well-developed program with an emphasis on the needs of the child, her/his peers and the reasonable provision of services. In addition, before any new programs are developed, the building staff must agree on a clearly articulated philosophy of education. Teachers and support staff must be fully involved in the decision-making, planning and evaluation processes for individual students and building-wide programs. Extensive staff development must be made available as a part of every teacher's and disabled student assistant's workday"
Abstract This paper addresses the controversial educational procedure of inclusion, where students with special needs are "included" into the school system in classes whose students do not have special educational needs. This paper investigates the research that indicates that the inclusion process does not have any negative effects for either the special needs students or the class as a whole, and does not place additional burdens on the teacher. This paper includes an introduction, a definition of inclusion and research conducted in the field. The paper shows that inclusion programs are designed to promote acceptance of special needs students in public education.
From the Paper "This criticism, while perhaps well- intentioned, is not justified by the scholastic journals. Indeed, the majority of critical sources suggest that the opposition is misinformed, and that studies find that students with special needs do not have a negative impact on their classrooms. This particular theme, where students who can be considered "tradition" students as they do not have special needs, is often not the primary focus of research targeting inclusion policies but is often noted in the articles relating to the subject."
Abstract This paper examines the benefits and disadvantages of inclusion programs from the point of view of the student as well as the teacher.
Inclusion means keeping special education students in regular classrooms and bringing the special support services to them. It discusses the affect it has on the children's education and on their parents. It details the types of schools where inclusion is more successful and where it is less successful. It discusses psychological and educational research done on this issue and presents its conclusions. It discusses several relevant education models such as: The itinerant model, used for certain categories of special education and the consultation model, when the teacher remains in one or two buildings with larger numbers of students to serve.
From the Paper "In schools where collaboration was successfully implemented, the special needs children developed improved social skills, greater motivation to learn, and increased self-esteem. Positive peer relationships developed. In these situations, "Collaboration brought complementary professional skills to planning, preparation, and delivery of classroom instruction" [Ripley, 1997]. ?The concepts of individualized instruction, multiple learning styles, team teaching, weekly evaluation, and detailed planning are all of direct benefit to students ?[Ripley, 1997] Middle Schools easily lend themselves to the principles of collaboration. Collaboration is an important process of general education of Middle School Students where interdisciplinary teams often share in planning [Hines, 2001]. Middle school structures can be used as a model for special education inclusion."
Tags: special, general, eductaion, teachers, inclusion, program, students, collaboration, middle, school
Abstract The paper reviews four separate reports on the pros and cons of inclusion in the elementary school setting. The paper examines "Toward Refined Instruction Through Inclusion: Evaluation of an Elementary School Inclusion Program" by Russell Johnston, "Mainstreaming - Instructional Strategies and Reflective Practices" by Kim Harries, "Two Parents: Two Points of View: The Pros and Cons of Inclusion" by Scott Caitlin and "A Special Approach to Inclusion" by Sint-Lodewijkscholen.
From the Paper "A Special Approach to Inclusion" by Sint-Lodewijkscholen."Inclusion is a much-debated topic and this is particularly true in the elementary school environment. This is evidenced in a report entitled: "Teacher's Attitudes Toward Inclusion: Survey Results from Elementary School Teachers in Three Southwestern Rural School Districts" reported in the Rural Education Quarterly Spring Issue 2003 by Hammon and Ingalls. This work reports the benefits identified by those who support inclusion as well as the reasons that inclusion have not bee supported. There are many benefits and as well, there are many drawbacks to inclusion in the elementary school setting as evidenced in the work of Hammon and Ingalls (2003)."
Abstract This paper reviews three works: "Impact of InclusionEducation on Academic Achievement, Student Behavior and Self-esteem and Parental Attitudes" by L.G. Daniel and D.A. King; "Despite Best Intentions: When Inclusion Fails" by N. Mamlin; and "I Believe in Inclusion, but..." by M.K. Smith and K.E. Smith. All three studies considered in this paper address various aspects of the problem of inclusion in the U.S. educational system, two from a very hands-on point of view and one from a more quantitatively organized approach. The paper shows that what all three have in common is that they all show that it takes an enormous amount of involvement by both the school district and staff to make an inclusion program work and, even then, it works only under certain conditions. Each of the three articles points in the direction of what conditions must be fulfilled in order for inclusion to have the best possible effect on all the populations involved and, especially, on the students? ability to learn.
From the Paper "The major findings of the Smith & Smith study were surprising. They found that virtually all the teachers regarded a great majority of the students as "exceptional" in some way (Smith & Smith 2000, p. 161). Even if they had not been identified as exceptional, the teachers noted that they spent a lot of time in dealing with behavioral issues, regardless of the student label. Other findings revealed that it takes an enormous amount of extra help for a teacher to be successful with inclusion; others simply thought it did not work, period (Smith & Smith 2000, p. 161)."
Abstract This paper examines the article about inclusion, which is a form of education that combines disabled, mildly disabled, and mainstream students into one educational system. It discusses how the article explains what inclusion is and why it is being implemented in schools across the country. There is a lot of disagreement on the effects of inclusion on various categories of students; this was addressed in the article. The legal history of the United States as it pertains to education and research on inclusion was also outlined.
From the Paper "A major goal of inclusion is to make sure that all students have access to the best educational opportunities that the school system can provide them with, regardless of special needs. It relies more heavily on accommodation than segregation. Inclusion is difficult for most academic institutions because it involves a new way of thinking and teaching. As it now stands, most teachers teach to the class as a whole?they do not teach their students on an individual or one to one basis. ?The National Education Association supports and encourages appropriate inclusion, which includes programs that have placement options, professional development programs, time for teacher collaboration and planning, adequate support services and appropriate class sizes.? (Walker et al.)"
