Creating environments of inclusion for all children

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Creating environments of inclusion for all children

  1. 1. Creating Environments of Inclusion for All Children Brittie Crawford . Pacific Oaks College
  2. 2. Special Needs Legislation and Education IDEA2004, the Individuals with Disabilities Education Improvement Act of 2004 aims to ensure equity, accountability and excellence in education for children with disabilities (Common Wealth of Virginia Department of Education, 2010)
  3. 3. Beyond IDEA2004 Acknowledgment of legislation Commitment to fulfilling the needs of all children Every child = Unique abilities Identify needs for individualized instruction
  4. 4. What is Inclusion?
  5. 5. How does inclusion look in practice?  Authentic IEP’s  Inclusion of parental feedback  Appropriate assessment tools  “Inclusion” not “Mainstreaming”
  6. 6. Operationalizing Inclusion  IEP team = parents, admin & teachers  Obtain support for particular needs  Curriculum focus on tolerance and diversity  Hire staff with special needs  Invite special needs community  Modify facility for special needs
  7. 7. Creating Inclusive Environments
  8. 8. Including Families of children without disabilities
  9. 9. Recommended websites forinclusion practice research  Office of Special Education: http://www2.ed.gov/about/offices/list/osers /osep/index.html  Special Education News http://www.specialednews.com/  Inclusive Schools: www.inclusiveschools.org  National Association of Special Education Teachers: http://www.naset.org/
  10. 10. References(2010). Parent’s guide to special education. Virginia: Commonwealth of Virginia Department of Education.Hultgren, S. (n.d.). Inclusion: What does it really mean?. Retrieved from www.ct- asrc.org/docs/inclusion.pdfMuller, E., & Ahearn, E. (2004, December). In J. Markowitz (Chair). High quality inclusion opportunities for preschool-age children with disabilities. Presented at the Project forum at the National Association of State Directors of Special Education, Alexandria, VA.

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