Teaching Students With Special Needs

Teaching Students With Special Needs
We live in a world where we exclude people who are different and that needs to change not only in
the workplace, but also school. Students with special needs have always been separated from a
regular classroom. By including special needs children, this will help the student not only thrive in
academics but also in life by gaining social and technical skills. Students will feel like they are part
of a regular classroom and are not excluded because of their disability. By students having a regular
learning environment they can start to master particular content and skills. Parents are scared
because they have many questions that they don't feel like are being answered. For example, "are
there children going to be getting the attention needed in a general education classroom?" and "are
there effective methods for students with disabilities to accommodate to in an inclusive setting?".
These students will not receive the support needed but with inclusion they will have the services
needed in a regular classroom. General education teachers will receive the supportive resources in
their classroom and will be prepared for having special needs children in their classrooms. If we
keep students separated from regular classrooms we are not allowing them to thrive. Special needs
students are not pushed to their full potential because they are put into a classroom that clusters all
ages and teaches to all students at once. There are many issues that come with inclusion. An issue
with
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Inclusive Education
Abstract
A paragraph from Desiderata says, "You are a child of the universe no less than the trees and the
stars, you have a right to be here." The paragraph is in consonance with United Nations Educational,
Scientific and Cultural Organization's (UNESCO) 1994 Salamanca Statement which calls for the
accommodation of all children, regardless of their physical, intellectual, emotional state in an
ordinary school. The Framework for Action stipulates that children with special educational needs,
namely: the gifted, the mentally retarded, the visually impaired, the hearing impaired, the
orthopedically handicapped, the learning disabled, the speech defectives, the children with behavior
problems, the autistic children and those with health ... Show more content on Helpwriting.net ...
Mouton and Marais say its time to reconceptualize the classroom and not automatically think bad
behavior is the students' problem and something that needs to be controlled. (Mouton, J. & Marais,
H.C., 1990)
He suggested several ideas to ensure that classroom setting will adapt to inclusive education.
One, classrooms need one main rule – respect one another. After this, if students and teachers create
interesting curriculum with materials that matter in the students' lives, then students will be
interested, involved and focused on what they have designed. Two, teachers need excellent
observational skills to determine what caused a behavioral problem. Three, structure the
environment so students are actively engaged and motivated. That will be good teaching for all
students. This will involve collaboration and networking. It also means the teacher is not always in
control, but is a member of the team of problem solvers including the parents, the students and the
other teachers. Lastly, common strategies

Children With Special Needs Should Spend Most Time With...
Nailya Rinatovna Akhmadullina
Mathew Chacko
MLS500: Graduate Research and Writing
1 November 2015
Children with special needs should spend most time with non–disabled children Children with
special needs are slightly different from non–disabled kids, but they're should not be a barrier
between non–disabled children and children with disabilities. Special needs covers a wide range.
Some children with physical disabilities use wheelchair, or cane while other children with learning
disabilities such as, autism, or emotional disorder. Children with special needs are like all children
they want to make friends. Non–disability children want respect, love, good education and job of
their dream. Children with special needs can do the same things non–disabled kid do, but it can take
them longer. It requires additional explanation or attention. Parents of children with special needs
usually feel isolated and uncertain about their child 's future. Schools can help them find support that
children are not alone and help is available. Teachers should meet with parents in order to get to
know the children better, the specific of their children. Special teachers may come into the class to
work one–on–one with the student, for individualized attention. Change begins with an honest
examination of understandings, knowledge and belief. Children with special needs should spend
more time with non–disabled kids. Children with special needs should study more at public school
to learn from

Inclusion : The Implications Of Diversity In The Workplace
In contemporary society, the idea of diversity has come to the forefront of workplace culture.
Diversity by definition is the existence of multiple different and complex social identities and issues
in society or a space (Woodson). In simple terms, people self–identify or are identified as belonging
to a specific group based on background, experience, or even appearance –– the incorporation of
these groups into specific space or environment is diversity. Through globalization and
modernization of society, the social interaction between these social identities and groups have
become inevitable –– especially for the workplace. Thus, for an organization to be successful, they
must be able to market to and serve the social groups within the global population. Diversity allows
a combination of people to create a unique social space or team that combines their different
backgrounds and associations for increased knowledge, efficiency, and understanding.
Yet, in the same modern society, diversity by itself is meaningless–– the proper integration and
inclusion of these social identifications and groups is crucial to honing in the special knowledge and
capabilities each person brings. More specifically, such identities and groups need to feel supported
and encouraged within the workplace through inclusion. Inclusion is the involvement and
empowerment of all people, where the inherent worth and dignity of those people are publicly
recognized (Woodson). For the talent of these

Inclusion Education For Children With Disabilities
Abstract
This assignment will give an insight into what inclusion education is, and the way in which a target
school relates inclusion to their students. It will focus upon Asperger 's within the school, and show
how Asperger 's is treated to ensure inclusion is met. The assignment will argue the policies set in
place and, with the literature review, will source findings and compare them with the schools ethos.
Introduction
The earliest legislation and act brought about that acknowledged a disability within the UK came
about in the 1300's. This simple act stated that;
"The English monarch to seize the property of people with mental illness or disability"
(De Praerogativa Regis). – (See Appendix B)
Clearly legislation has come a long way from this point, and schools have a variety of inclusion
policies that are aimed at Special Education Needs (SEN). The first act aimed towards the education
of children with disabilities was that of the Elementary Education (Blind and Deaf Children Act of
1893) which "transferred responsibility for the education of blind and Deaf children to local
education authorities".
(NHS, 2012)
This act was then followed with the updated 1944 Act which stated "mainstream schools are likely
to be the most appropriate environment in which to teach disabled children".
(The Education Act of 1944)
It was in 2010 that all previous anti–discrimination laws were unified together under a single act:
The Equality Act of 2010 (EqA) which brought together race,

The Importance Of Inclusion In Schools
Inclusion is catering for every child's needs, spiritually, academically, and individual situations. It is
valuing and considering all individuals and giving them equal opportunities. Making every
individual feel included within themselves and also groups. All children want to feel like they
belong. It is to endorse the impression that everyone should be freely and happily accommodated
without limitations or restrictions of any kind. So why is inclusion important in diverse classrooms?
Inclusion is important for many reasons. Inclusion gives students opportunities for friendships so
they feel more welcome. It helps the students become more outgoing and opens up their personality
and attitudes. Students learn more effectively without feeling left out or abandoned. They also learn
about empathy and the importance diversity and that everyone is different. Inclusion prepares the
students for adult life, and also different learning environments. Students develop a way that they
can communicate with other students and also students with disabilities. They develop many
communication skills and social skills to use in everyday life. These are just some of the reasons
why inclusion is important.
The UNESCO Salamanca Statement policy includes the approach of inclusive schools by applying
strategic changes. Strengthening their approach to more efficient support in special needs. By
receiving support from teachers, teacher unions and associations and also motivate the community
to

Qcf Level 3 Unit 1 Assignment
Southern Institute of Technology
CERTIFICATE IN INTRODUCTION TO TEACHER AIDING
Assignment Title: Assessment 1
Standard Number and Title: TEA1031
Introduction to Teacher Aiding and Inclusion
Version of Standard N/A
Assessed Elements: 1.3, 3.1, 3.2, 3.3, 5.2
Conditions: Completed job description
Evidence of research outside of the study guide for all/any of the tasks.
Research appropriately referenced
Proofread and spellchecked
Task/Activity Instructions:
This is a written assessment in three parts:
Assessment One requires you to use the template provided to create a complete job description for a
Teacher Aide position in a school
Assessment
Complete the template below to create a job description for a Teacher Aide role. ... Show more
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Identify the knowledge required in terms of the key concepts of special education) (Define the
knowledge required in terms the context of Education and the provision of special needs education.
Special Education in New Zealand follows principles and guidelines.
Special Education 2000 policy uses these guidelines to achieve a world class inclusive education
system that provides learning opportunities to all children.
The key concepts of special education are Inclusion, Diversity, Human Rights, Support, Equity and
Respect.
3 inclusive techniques
A child with special needs can be supported in sports activities. The support person helps to catch
and throw the ball. (Diversity, Support, Inclusion)
A special needs child needs assistance with eating and food handling. Specially designed cutlery and
cups can be provided. (Respect, Support, Human Rights)
Especially designed mobility equipment like 3 wheeler bikes or sports wheel chairs can give the

opportunity of independency and self–worth. A young person can be taken for outings or they can be
flexible and mobile in their own

Full Inclusion versus Self-Contained or Special Schools
Full Inclusion Versus Self–Contained or Special Schools The treatment of individuals with
disabilities has changed dramatically since the 1800's. Reynolds 1988, describes, Progressive
inclusion, the evolution of services provided to those with various disabilities. In the early 1800's
residential institutions, or asylums were seem as common place accommodations for individuals
with hearing, visual, mental or emotional impairments. Institutions remained the primary
educational support until a century later in the early 1900's. The parents of students with disabilities
brought upon a legislation change. During the 1950's and 1960's, these parents pressured courts and
legislatures to introduce a change in educational services. Reynolds ... Show more content on
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In this case, a self–contained program or special school may be considered. Some individuals
believe that inclusion settings may leave teachers with lacking resources, training and other supports
necessary to teach students with disabilities in their classrooms. Tornillo 1994, believes that a
student with extensive needs placed in an inclusion setting are not getting appropriate, specialized
attention and care, and the regular students' education is disrupted constantly. Tornillo 1994, also
argues that teachers are required to direct excessive attention to a few students, thereby decreasing
the amount of time and energy dissected towards the rest of the class. Therefore, the mandates for
greater academic accountability and achievement are unable to be met. Mauro 2009 indicates
placement in a self–contained classroom or special school means that the child would be removed
from the general school population for all academic subjects to work in a controlled setting with a
specialized teacher. Students in self–contained programs or special schools may be working at all
different levels, with different textbooks, and different curricula. Self–contained classes and special
schools offer structure, routine, and appropriate expectations according to Mauro 2009. Additionally,
full inclusive models do not account for students who are unable to learn from a typical model of
instruction. For example, a Deaf student who is unable to lip–read would require a full time
interpreter and

Difference Between Inclusion And IEA
The difference with inclusion and IDEA is that inclusion is based on a philosophy to include the
social aspect of education for children with disability. IDEA is focused on the Least Restrictive
Environment. LRE is a legal term created by the Individuals with Disabilities Education Act
(IDEA). Inclusion and IDEA provide the child with a plan of services called the Individualized
Education Program or IEP's. IEP's are special education and related services that meet the needs of
the child in the Least Restrictive Environment. A child being placed in the LRE, is in no way the
same as inclusion although the terms are sometimes used interchangeably. Inclusive education
happens when children with and without disabilities participate and learn

Does Inclusion Result In Favorable Effects? Essay
One of the most important and disputed trends in education today is the inclusive of children and
youth with handicaps into regular learning classrooms. Inclusion refers to the practice of instructing
all students regardless of disability. Although the term is new, the basic law is not, and reflects the
belief that students with a disability should be taught in the least restrictive environment, or as close
to the mainstream of regular learning as possible. The least restrictive environment doctrine is one
key element of federal special education law.
Advocates of inclusion believe that most cases, if not all, the least restrictive students with
inabilities should be the regular education classroom, not only for students with mid ... Show more
content on Helpwriting.net ...
McGhie– Richmond, and D. 2010). While advocates of inclusion have centered on the social
interests for children and youth with a disability, especially the idea that it promotes social
interactions between students without a disability, experts have pointed to the possible disruption
that inclusion may have on the extensive quality of learning for students without a disability.
However, there is little evidence to support the idea that education of children with disabilities is
negative effected by inclusion of those with disabilities (Peck, C., Staub D., Gallucci, C., &
Schwartz I. 2004). In this paper, I will focus on the possible benefits of including students with
disabilities in the same schools and classrooms as their nondisabled peers. Current findings will be
examined for possible unselfish outcomes for youth who routinely take part in interaction with
students who have disabilities, whether as part of clear programs such as peer training, or more
unintentionally as part of everyday interaction in the classroom.
The law required abnormal learner to be place in the least restrictive environment in which their
academic needs could be satisfactorily attended. Thus, children who once spend their full school
time in special classes would be "mainstreamed" (spend at least a part of the day in classes with
nondisabled students (John D. Pulliam & James J. Van Patten 2007). Nevertheless, of

Advantages Of Inclusive Education
"Fairness does not mean everyone gets the same. Fairness means everyone gets what they need.",
according to Rick Riordan. The needs of atypical students for them to succeed might be different
from the neurotypical. Therefore, it is given that for some who have been severely impaired,
learning together along with the typical students in a class is not a major priority because for their
family, to function independently in the future is the primary concern. Giving them what they don't
need out of idealism, is unfair. It might benefit them but it doesn't serve the purpose of helping them
to survive.
"The severity of one's disability does not determine their level of potential. The greatest barriers that
persons with disabilities have to overcome ... Show more content on Helpwriting.net ...
It is about intentionally planning for the success of all students.", according to think inclusive
organization. I am against of putting so much attention on the benefits of exceptional children in
inclusive setting and belittling the effect of these changes to the teachers and other students. The
government and some institutions that are pushing towards a full and authentic inclusive education
should spend same time in researching on how other children can benefit from this concept. In
addition, we should also look around us and start implementing inclusiveness in other areas of our
society. Streaming in different educational level in Singapore doesn't support the concept of
inclusive education, all students should be given fair opportunity to receive same curriculum and
decide for the path that they want to take regardless of their academic performance. Applying the
principle of inclusiveness, students with low marks in their major exam can still learn and pass their
exam with adaptation and modification that can possibly be done in structuring their examination
and teacher's delivery of lesson. The concept of grouping the students based on their mental capacity
is somewhat similar to the issue of inclusiveness in special education. Those who are not performing
well academically are like exceptional children who need to be separated and receive different
curriculum. How can we move forward to inclusive society if the

Inclusion For Children With Disabilities
Introduction
In modern society, everything is always rapidly changing. Numerous things around the world are
becoming more common and accepted. Inclusion is all around us and it is commonly unnoticed.
From an educational perspective, inclusion refers to the idea of placing students with disabilities in
general education classes or other school activities (Hallahan, Kauffman, & Pullen, 2015). Early
childhood education has been trying to incorporate inclusion in numerous ways, along with all other
education. Integrated classrooms are very popular and has changed education drastically. Just like
everything, inclusion in education has its flaws, but no the less, is making progress.
Historical Background of Inclusion The concept of inclusion in the classroom has not been around
for as long as many people think. For children with disabilities, it is typically best for them to be in
the least restrictive environment (LRE). In many cases, this is the general classroom with their peers
who do not have disabilities. Classrooms were not always set up in this manner that they are today.
Getting to the point that we are at today did take some difficult battles and arguments that do not go
unnoticed. There are various attributes to the inclusion in education. The first major event that
guided education to inclusion is the court case Brown vs. Board of Education of Topeka in 1954.
McBride (2006) explains that in this case the plaintiffs were fighting segregation of African
American

The Importance Of Inclusion In Early Childhood Education
The importance of every student being able to get ample opportunity in the classroom is very
imperative. However, there are times when teaching and educating in the class does not give
everyone that same opportunity thus creating a problem or difficulty for students to all feel included.
Inclusion in the early childhood setting is considered exemplifies the qualities, approaches, and
rehearses that bolster the privilege of each newborn child and youthful kid and his or her gang,
despite capacity, to take part in an expansive scope of exercises and settings as full individuals from
families, groups, and society. The coveted results of comprehensive encounters for youngsters with
and without incapacities and their families incorporate a feeling ... Show more content on
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One specialized instruction that is important is to read the material or introduce books that have
children with disabilities in it. This will help show the differences are okay and that everyone has
strengths and weaknesses (Willis, 2006). Something else I have to do is truly comprehended the
understudy and their handicap, accordingly permitting me to have the capacity to unmistakably
select housing to be made important to the material. I feel that the exceptionally guideline is to keep
the family included at all times also, permitting them in the classroom. This will permit them to
check whether the IEP/OR 504 arrangement is helping their youngster and permit them to make
proposals on the best way to help their tyke in the room setting.. The understudy's dynamic IEP or
504 Plan ought to contain documentation for all housing that have been chosen, both for guideline
and testing. Once recorded in the IEP or 504 Plan, facilities must be given. Those in charge of
actualizing lodging must comprehend the facilities are compulsory, not discretionary (Cortiella,
2005). However, with that being said the children should be allotted plenty of time to adjust to such
accommodations and not over use it or under use

Demographic Diversity And Cultural Diversity
DEMOGRAPHIC AND CULTURAL DIVERSITY
GOPI KRISHNA CHALLA
RIVIER UNIVERSITY
Demographic and Cultural Diversity
ABSTRACT
The research is concerning Organizational Behavior which includes unusual types of Organizations
with dissimilar types of public behaviors. Among that Demographic Diversity and Cultural
Diversity of an Organization is extremely significant to turn into a triumphant organization or
company in the marketplace Especially the Demographic and Cultural Diversity show the in good
physical shape relationship with all kinds of Employees in special positions like Managers,
Accountants, and Engineers etc. exclusive of any intolerance among them similar to age, gender,
race, religion, and physical abilities. Understanding how these personality figure Organizational
behavior is significant.
The long–term accomplishment of whichever trade calls for a miscellaneous remains of capacity
that preserve convey unmarked ideas, perspectives and views to their work. The challenge that
assortment poses, consequently, is enable your manager to take advantage of on the mixture of
genders, cultural backgrounds, ages and lifestyles to act in response to trade opportunities more
quickly and imaginatively.
With the developing social, cultural, and political norms, as well as changing demographics,
migration patterns and globalization have had an impact on the piece of music of the people. This
still impacts the commerce practices which make them to stay pace with the altering

Inclusion
Inclusion Research Paper
Elizabeth Moore
EDEX–544–900
June 5, 2018
To the faculty and staff, I first want to take the time for the principal for choosing me to speak with
you on the benefits, definition, and varying scenarios of the inclusive classroom.
What is Inclusion? "It's about embracing the idea that diversity is the reality and, therefore, each
child is a unique learner," (Hopkins, 2000) An inclusive classroom is a general education classroom
that students with or without disabilities learn together. "In this context, students with disabilities
attend the same schools as their neighbors and peers without disabilities where they are provided all
support needed to achieve full access to the same curriculum. Inclusion ... Show more content on
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This goes along with the idea that all students learn differently and no two learns are the same.
"Furthermore, many studies of the academic performance of students with significant disabilities
have shown that many more students than ever thought possible can learn academic knowledge and
skills when they are provided with high quality instruction and assistive technology within a general
education classroom" (Jorgensen, Lambert, 2012) The way differentiated learning works within the
classroom is creating a learning environment that caters to all learners and their

Achieving Inclusion In Education
Inclusion is the provision of strategies and resources to ensure all children are given the opportunity
to reach their full potential irrespective of ethnicity, religious belief, gender, sexual orientation or
disability (Dean, 2006; Department for Education (DfE), 2013). To attain inclusion, individuals
must be enabled to fully participate in mainstream activities and to be valued and accepted within
the school community (Coyle, 2011). However, Barnard, Prior, and Potter (2000) acknowledge that
the process of inclusive education can prove challenging (Coyle, 2011; Simpson and De Boer, 2009;
Humphrey, 2008).
Under the 1944 Education Act, children with special educational needs were arranged according to
their medical condition (House of Commons, 2006). Many children were considered to be
uneducable in mainstream settings and were considered to be 'mentally retarded', 'maladjusted' or
'sub–normal' (House of Commons, 2006). Pupils with SEN were often sent to special schools and
taught practical skills as an alternative to standard education (Bateman, Lloyd and Tankersley,
2015). The Warnock Report in 1978, followed by the 1981 Education Act, introduced the idea of
special educational needs (SEN), statements, and an inclusive approach to education (House of
Commons, 2006). ... Show more content on Helpwriting.net ...
The term autism encompasses a spectrum of disorders and which spans a variety of symptoms and
ranges in severity (Flynn, 2010; Wolff, 2004; Humphrey, 2008; Wing, 1993; NHS choices, 2015;
The National Autistic Society, no date). The term 'Autism' was first coined by Bleuler approximately
a century ago when he then linked autism to schizophrenia (Crespi, 2010; Feinstein, 2010).
However, research undertaken by Kanner (1943) and Asperger disputed this suggestion and
provided a clarification of the condition (Frith, 1991; Humphrey,

Inclusion In The Classroom
What are your thoughts on the inclusion of students with disabilities in regular education
classrooms? The inclusion of students with disabilities in a traditional education classroom has been
a subject of controversy for many years. Often times it is at the center of discussion amongst
administrators, teachers, and parents. Inclusion is a philosophy and is meant to create settings where
all students in a K–12 school and classroom are a full part of the learning community regardless of
their strengths or weaknesses. Those who support inclusion believe that the child always should
begin in a traditional educational environment and be removed only when appropriate services can't
be provided in the regular classroom. Full inclusion means all students,

Diversity, Inclusivity And Differentiation : Theory And...
Assessment 1: Diversity, Inclusivity and Differentiation: Theory and Practice Christopher Carson –
10425500 Part A: Overview What is diversity? Diversity is the aim to recognise, respect and value
people's differences to contribute and realise their full potential by promoting an inclusive culture
for everyone ("Equality and Diversity," 2015.). Diversity within society is vast and creates
uniqueness between one another that makes us different. There are many different dimensions of
diversity that can include; race, ethnicity, gender, sexual orientation, socio–economical status,
educational background, geographical location, age, physical abilities, religious beliefs, political
beliefs, or other ideologies ("Definition of Diversity," n.d.). I believe that diversity is about
embracing the differences that we all share as people and respecting the uniqueness that makes us
who we are. Although some people may share many differences we need to respect and value them
as an individual. Diversity within a classroom begins with Maslow's Hierarchy of needs, a students
most basic needs such as being in a safe welcoming environment need to be met before they can
begin participate in the class room. This is why a diverse classroom allows all students to have a
sense of belonging so they can embrace the rich individuality of each student ("Maslow's Hierarchy
of Needs,"n.d.). It is important to support diversity and individuality within classrooms as to allow
students to express

The Views Parents And Teachers Have On Inclusion And How...
The purpose of this report is to outline the views parents and teachers have on inclusion and how
these views impact on classroom inclusion strategies. This report will discuss inclusion and the
benefits for all students. The discussion will then focus on recommendations for bringing these
views into line with current policies. This will be investigated by reviewing literature on inclusion
through recently published journal articles and internet sites. According to Inclusion Now (2015)
"inclusion means that all children, regardless of their background or ability, are given the chance to
play, learn and interact together", meaning every person regardless of their age, gender, race,
religion or disability is given the opportunity to be included in situations and services equally and
fairly. The views parents, teachers and the community hold have an impact on classroom inclusion
strategies. These are the three main stakeholders in a child's education and all of them contribute to
the outcomes of these students. Teachers Teachers in particular have a major influence on their
student's individual learning. Their attitudes towards inclusion have a significant impact on the
strategies they may or may not use within their classroom. The teacher's views towards inclusion
can be determined by many factors. Teachers who have been more educated in this area may have a
more positive outlook on inclusive education. Teachers need to provide their students with different
learning

Parties Against Full Inclusion For Children With...
Parties Against Full Inclusion
According to the latest figures available from Data Accountability Center, U.S. Department of
Education, 2,415,564 students were identified as having a Specific Learning Disability in the Fall of
2010 ("Full Inclusion"). With the severity of the number of individuals with disabilities in the school
system, the controversy of the best way to support them arises. One of the solutions of this
controversy is the issue of full inclusion. Those opposed to the idea of full inclusion fear that the
approach may impede on the children without disabilities and put a strain on the students with
disabilities. The major stakeholders against full inclusion also fear that the process will negatively
affect the teachers, as well as, the atmosphere of the classrooms. Many of these parties and
individuals are not fully against inclusion all together, but do not support the idea of full inclusion.
Author Sharon Cromwell states that she does not want to completely eradicate inclusion as whole,
because to "oppose inclusion would seem to advocate exclusion." One of Cromwell's articles, called
"Inclusion in the Classroom: Has it Gone Too Far?" grew in popularity since she wrote it in 1997 her
paper was on the Education World website in 2004. In the article, she supports inclusion, but she
opposes full inclusion. She fears that the acts of full inclusion will put a strain on all of the
individuals involved. In her article, Cromwell states that many of the "major

Research Paper
Research Paper
Inclusive education means that all students in a school, regardless of their strengths or weaknesses in
any area, become part of the school community. They are included in the feeling of belonging
among other students, teachers, and support staff. The educational practice known as, full inclusion
may have negative effects on the self–esteem of a special needs child. In 1975, Congress passed the
Education for All Handicapped Children Act, also known as Public Law94–142. Before this law
came into effect many children with disabilities were routinely excluded from public schools.
Their options were to remain at home or be institutionalized. This law was an important landmark in
education and because of this law, ... Show more content on Helpwriting.net ...
Integration presumes that "segregation" exists and students are with their peers without disabilities
part–time. The CSIE did many studies and found that inclusion is more effective than either
integration or mainstreaming. Ferguson's (1992) project to achieve both social and learning
outcomes for students in general education classrooms resulted in the finding that "integration
doesn't work, but inclusion does." In 1997 President Clinton signed into law the Individuals With
Disabilities Education Act. This law aims to strengthen academic expectations and accountability for
the millions of children with disabilities. This law makes it clear that schools have a duty to educate
children with disabilities in general education classrooms. With this law in effect the CSIE began to
really push the inclusion movement in schools.
When inclusion was proposed, educators' primary concern was how learning–disabled students
would benefit academically. Academic concern is important; studies on the success of inclusion
have determined that there are social issues that need more attention. A study on inclusion conducted
by (B. Dixon) in New Hampshire found that Even when students were first included in regular
classes, teams did not focus on the students peer relations unless parents pushed the issue or students

Inclusion And Full Of Half Truths Essay
Introduction
In 2000, Professor Geneva Gay wrote that culturally responsive teaching connects students by their
cultural knowledge, prior life experiences, in a way that legitimized and validated what students
already know. By embracing all socio–cultural realities and having a thorough understanding allows
the culturally responsive teacher to negotiate the classrooms with their students and have an accurate
reflection of their communities where students develop and prosper.
In doing my research, I found this topic to be fascinating, somewhat bias and full of half–truths. Of
course, there was research conducted, statistics, graphs, and charts, by so called professionals within
education who want people to believe their conclusions. These findings are merely illusion of
inclusion and used as tools to utilized as it relates to the educational system. Let's study this a little
deeper. For instance, I teach criminal justice in a predominately black high school. This subject
affects all cultures, races, and economic status despite educational levels. It's real, authentic and
most of all troublesome. I must raise several questions of concerns as it relates to culture and
diversity on educational attainment.
The words "educational attainment" is used mostly by statistician's and defined by the Census
Bureau as the highest level of education one has completed. Educational attainment is one of the
primary indicators of social class in the United States (Ehrenreich, 1989). Is this

Full Inclusion in Classrooms
Full Inclusion in the Classroom
Each child is unique and learns in different ways; however, most schools still have a tendency to
cling to the one–size–fits–all education philosophy. It is often overviewed when catering to a
classroom that each child has specific needs, and that a small group of children within the class may
also need further attention. Disability isn't always visible nor is it always what we think it is. A child
may have an undiagnosed hearing or vision problem, he or she may have difficulty with attention or
with sitting still, or may have difficulties comprehending instructions. Whatever the need, the issue
of whether or not that child should be pulled from the classroom and work with a specialist in a
resource room, ... Show more content on Helpwriting.net ...
Along with academic benefits, inclusion enables the child to model critical social skills and gain
lasting relationships with their peers that will aid them in understanding real–world relations
(lecture). Having the opportunity to be appropriately educated in a regular classroom gives the child,
for perhaps the first time, the chance to feel "like other kids." Having the opportunity to interact and
succeed, as well as fail, like the other children can really do a lot for a child's sense of self–worth
(lecture). Exclusion from classrooms only segregates the children, teaching the general education
kids to breed prejudice, and be ignorant and fearful of those who are not like them. Schwartz states
that, "Without knowledge (and education) that people with disabilities are more similar to
nondisabled people than different, a double standard is created." (Schwartz,4). The more the child is
included, the less likely they will face prejudice, and the less likely it is that he/she will miss out on
the important social events going on in and out of the classroom. As a result, the child will have a
better chance of being socially competent and socially integrated throughout their

Full Inclusion Vs Inclusive Classrooms
These two article were great to read. The first one by Ford, provides a synopsis of various
approaches used to address the LRE for students with disabilities. It is helpful to teachers,
administrators and other stakeholders in the educational system to read the authors study and
comparison of the differences in how programs approach inclusive classrooms. The article goes on
to define the concepts of 'full inclusion' classroom verses the 'inclusion' and how important it is to
understand these as they relate to the needs for the most effective education for students with
disabilities. As an educator understanding the various co–teaching methods: one teacher, one assist;
station teaching; parallel teaching; alternative teaching, and team teaching ... Show more content on
Helpwriting.net ...
The second article, "A Place for Learning: The Physical Environment of Classrooms" (Phillips,
2014), is a great resource for teachers to use as a tool for understanding and supporting how the
classroom environment can promote "human interaction," "student morale and ...learning" (Phillips,
2014, para 16). As an interpreter and observer of what is conducive for learning for DHH students
the article is a fantastic resource to share with other educators. The author furthermore, provides
solid evidence related to common sense of classroom arrangement and offering a warm, supportive,
and positive learning environment. Then Phillips adds more supporting evidence and resources for
educators to investigate further. This is a helpful blog post that is easy to follow and read. The
learning environment is an important component for motivating students, which adds to overall
learning.
Ford, J. (2013). Educating students with learning disabilities in inclusive classrooms. Electronic
Journal for Inclusive Education, 3(1). Retrieved from
http://corescholar.libraries.wright.edu/cgi/viewcontent.cgi?article=1154&context=ejie
Phillips, M. (2014, May 20). A place for learning: the physical environment of classrooms.
Retrieved from Edutopia.org:

Essay about Full Inclusion in US Classrooms
People with disabilities have long suffered from discrimination and segregation. In the 1880, people
with hearing, visual, physical, mental or emotional impairments were sent to be educated in
residential institutions or asylums. ("Issues about Change) Parents and family of those with
disabilities put pressure on our government and legislation to develop and provide equal access to
education by way of mainstreaming or special education. Section 504 of Public Law 93–112 passed
in 1973 had far reaching effect on exclusion and discrimination. (Gollnick and Chinn p. 168) This
law did for those with disabilities that Title IX did for females and education; it provided access and
participation in regular education and extracurricular ... Show more content on Helpwriting.net ...
Teaching students with exceptional abilities requires funding, training and planning. Being in a
regular classroom with children from various cultures, ethnic backgrounds and intellectual ability
help students learn how to work together toward a common goal: reduce discrimination and
stereotyping people with physical and mental limitations. Instructional strategies that break the work
down so everyone learns better can improve education as well as reduce cost. This is achieved by
including special education students in environments that will allow them to develop normal social
interactions as well as receive specific attention to their learning needs. ("What is Special
Education") Children with disabilities need to be recognized as individuals as well as be valued for
the people they will grow to be. In the classroom the growing process can be difficult to achieve
depending on the nature and severity of the disability. Not all children will be served by full
inclusion, some students have disabilities that require medical attention or physical facilities such as
specially equipped bathrooms, ramps or elevators that may not be found in the traditional school
building. For example, a child with severe cerebral palsy with severe limb constriction, lack of
bowel control, inability to feed themselves and confined to a wheelchair, inclusion could cause more
harm than good. This student requires medical aid to care for physical

Inclusion In The Inclusive Classroom
Inclusion has been a term stated several times in the past few years in the school system. However,
do you really know what this word means and what inclusion looks like in a classroom? According
to the book, The Inclusive Classroom, "The term inclusion has been used to describe the education
of students with disabilities in general education settings" (Mastropieri, pg. 6). This term simply
means it is the child's right to participate and the school's responsibility to accept the child in the
general education classroom. Furthermore, mainstreaming differs from inclusion because
mainstreaming is something students earn by demonstrating their skills were sufficient. "A critical
difference of inclusion is the view of the general classroom as the primary placement for the student
with disabilities, with other special services regarded as ancillary" (page 7). Inclusion plainly means
integrating students' with disabilities into a setting ... Show more content on Helpwriting.net ...
It should go beyond that in the classroom and it is the teacher's goal to further the meaning in the
classroom. Inclusion is not simply about physical proximity, it is about intentionally planning for the
success of all students. The following quote elaborates past the context of inclusion. When including
students in the classroom the teacher needs to consider the individual first. Full inclusion is seeing
the whole child in all aspects of life. It involves taking the genuine time to have conversations with
the students still professionally but on a personal level that is caring. Additionally, it is taking the
effort to reach the diversity of students in the classroom and making everyone feel welcomed when
coming to school. Full inclusion allows the students to create personal relationships with everyone
and to be treated equally. They have the opportunity to be in the classroom setting all day with the
assistance of special education teachers coming to the room if

Down Syndrome: Video Analysis
Inclusion Works
A Resource for Parents and Educators about Down Syndrome Inclusion is a current trend in
education because special needs students are afforded the opportunity to learn, participate and
receive equal treatment in the classroom as the students without disabilities. I located a video
concerning inclusion benefits for students with down syndrome. Other information found in the
video were resources for parents and educators on ways to assist with educating their child or
students with down syndrome. The video provided at the end of this document was selected because
of the content is contains. I would share the video with parents of children with down syndrome as
well as parents of children without a disability. Presenting the

Discussion Of Inclusion Research
Results and Discussion
This research explored the perception of teachers in relation to the concept of inclusion. The finding
revealed a range of issues that illustrate how the concept of inclusion has been interpreted by
teachers.
Determining the concept of inclusion and its benefits
In this study, inclusion was not solely about the inclusion of a single child or children with
disabilities or SEN. Rather it was built on the belief that all should benefit from access to the same
educational experience. An experience as this teacher says should enrich their lives,
Inclusion is giving everyone, regardless of ability/disability, gender, background, religion, culture,
equal opportunities to access all parts of school life, not just academic but ... Show more content on
Helpwriting.net ...
One way of defining the differences between inclusion and integration is for inclusion to happen the
environment changes to 'fit' the child's needs while integration is the child has to change to 'fit into'
the environment. Unfortunately, this again does not translate well into practice. A teacher referred to
an autistic pupil who was reluctant to complete his work unless the subject was of interest to them.
The teacher said they had written this in the pupil's school report home. Furthermore, a teacher
commented on a pupil who always took his jumper off without permission (school policy is to ask
teachers permission to remove jumper) and no matter how often she told him or punished him he
would state that he was hot and he had to take his jumper off. Further questioning revealed the pupil
was autistic. The problem for teachers appears to be if one pupil is not conforming to the 'norms' and
rules the other pupils will not conform and follow the rules. The teachers expressed the feeling of
'walking a tightrope' trying to balance between accommodating the needs of the SEN pupil with
keeping 'law and order' with the rest of the class. One concern raised was that if the other pupils
witnessed the SEN pupil not conforming then this might single them out to the rest as being
'different' and this might hinder the social dynamic of the

The Pros And Cons Of Inclusion
Inclusion has become the primary service delivery model for students with disabilities. Politicians,
law makers and education lobbyists continue to put academic pressures on schools and teachers
while the topic of inclusion continues to be one of the most debated topics in education (Cooper
&Tompkins, 1993). The Education for All handicapped Children Act (EAHCA) in 1975 (P.L. 94–
142), No Child Left Behind (NCLB) Act of 2001 (2002), the Individuals with Disabilities Education
Improvement Act (IDEIA) of 2004 (P.L. 108–446) have thoroughly laid out the rules and regulations
for education (Mackey, 2012). The main objective of the EAHCA was to guarantee educational
equity and remove the segregated classrooms many children with disabilities had

Full Inclusion In Early Childhood Education
In early childhood, many five to eight year olds, are included in general education classes for at least
part of the day. School districts implement full inclusion. I could not stress the enough. When I was
younger in elementary school I had an IEP. Having an IEP already made me feel like an outcast and
having to go to a separate room made that feeling even worse. I understand in some severe cases
children have to be separated. In my case I just need the teacher to go a little slower and explain the
concept a few times. The school should have had teachers equip to handle this situation. I did not
need a separate room to learn the information I just need a little help, which the teacher could have
easily applied.
The book notes that "Children

Autism Spectrum Disorder Case Study
The inclusion of individuals with ASD in mainstream classroom settings first began with the
introduction of the Education of All Handicapped Children Act of 1975 and later reauthorized as the
Individuals with Disabilities Education Act (IDEA) (US Department of Education) in 1990. These
laws ensured that all children, no matter their disability were included into general education
classrooms, even though they may not have been given the proper learning environment needed to
succeed. Inclusion in the education system has created a lot of controversy among teachers, and
parents. This controversy represents the decision to incorporate students with Autism Spectrum
Disorder (ASD) into mainstream classrooms rather than special learning classrooms no matter their
severity on the ASD ... Show more content on Helpwriting.net ...
In the study conducted by Carter, Stephenson, Clark, Costley, Martin, Williams, Browne, Davies,
Bruck, they examined the perspectives on regular and support class placement and the success of
these individuals, where regular class placement was the ultimate goal of children enrolled in the
study, and tracked factors of success (Carter, Stephenson, Clark, Costley, Martin, Williams, Browne,
Davies, Bruck, 2014,p3). This study examined the factors that were either beneficial or acted as a
barrier to individuals with ASD and other classmate's success. Results from this study show that
overall students with ASD had higher achievement in support classrooms rather than mainstream
classrooms where they are given the proper learning level to succeed. Separating these individuals
and placing them in the proper environment, not only benefits ASD individuals, but also benefits the
students in mainstream classrooms, allowing for no distractions and are able to learn to their fullest

Inclusion For Children With Disabilities
Children with disabilities are among the most vulnerable and most excluded in the world. Their
rights are often violated. These children are often hidden at home or placed in special institutions.
As a result, these children are missing out on education. They grow up apart from their families and
their parents fear that their children with disabilities will be mocked. Parents also fear that they will
not have a chance to take part in society. Inclusion is complete acceptance of all students. Loving
parents want the best possible education for their daughter or son and when hearing your child will
be in a classroom with students with disabilities, parents may worry that this will not help them
reach their full potential. Inclusion in schools is controversial and confusing topic for many people
especially for those who do not understand what inclusion is. Without inclusion there would be no
sense of belonging within the classroom community. Inclusion is not the same as integration or
mainstreaming. Inclusion is a term that expresses commitment to educate children to their
appropriate potential. This usually means placing students with disabilities in the same classrooms
as students that do not have disabilities as much as possible and in these classrooms there would be
a special education teacher present at all times in addition to the regular teacher (Muccio 2014).
Inclusion also consists of providing disabled students the necessary accommodations outside of the
classroom.

Inclusion is Not a One Size Fits All Solution
Combining students attending traditional education classes and students with exceptionalities is
commonly termed as mainstreaming or integration. Inclusion is "the act or practice of including
students with disabilities in regular school classes" as defined in Webster's dictionary (Webster,
2003). Ro Vargo was fortunate enough to have parents who closely monitored the learning
environment and advocated for their daughter. They followed her education each step of the way.
She continued to build on positive responses and outcomes during her educational experiences of
inclusion to build her resiliency and reduce the impact of risk.
History has shown that when pushing for more changes in curriculum models to include inclusion,
the benefits are ... Show more content on Helpwriting.net ...
Instead, his response surprised them. He stated that other people had the concerns and made the
rules that prevent people like Ro from receiving First Communion. (Villa & Thousand, 2005, p. 28).
"But when Jesus saw it, he was indignant and said to them, "Let the children come to me; do not
hinder them, for to such belongs the kingdom of God. Truly, I say to you, whoever does not receive
the kingdom of God like a child shall not enter it." (Mark 10:14–15, New International Version).
The pastor was excited for Ro to participate, and the effect that it may have on the church families to
see her innocent, pure faith as she received her First Communion in God's Temple. Including Ro
gave the church the chance to teach and learn together, which is a great example of inclusion.
The Individuals with Disabilities Education Act (IDEA), passed in the Untied States in 1975, says
that "to the maximum extent appropriate, handicapped children, including those children in public
and private institutions or other care facilities, are educated with children who are not handicapped,
and that special classes, separate schooling, or other removal of handicapped children from the
regular educational environment occurs only when the nature or severity of the handicap is such that
education in regular classes with the use of supplementary aids and services cannot be achieved
satisfactorily" (P.L. 94–142, § 1412 [5] [B]) (Villa

Inclusive Education : The Benefits Of Inclusive Education
Inclusive Education Benefits All Every child has the ability to learn, but the way a child learns and
processes knowledge can be very different, especially for a child with special needs. (Mainstreaming
Special Education in the Classroom) As a society we owe all children the chance to reach their full
potential, thus we must set up an environment where this accessible. Integrated education
unarguably allows the must vulnerable and excluded children this chance. According to
Inclusiveschools.org, "Inclusion" does not simply mean placing students with physical or mental
disability in general mainstream classrooms, but rather offers fundamental change to school
community and how children learn altogether. Effective models of inclusive education according to
various sources, is the right model of education for special needs students because it allows greater
access to mainstream curriculum, preparation for integration in an inclusive society, and promotes a
tolerant and inclusive society. (Full inclusion: Has its time arrived?, The Benefits of inclusive
Education.) Uniquely, in inclusive classrooms, students with special needs have access to the
mainstream curriculum, thus giving them more opportunities for academic growth. (Is Integrating
Children with special needs in mainstream classrooms beneficial?) Students with disabilities do
better when in a setting where expectations are higher and more is asked of them. The students will
flourish academically because in regular

Arguments Against Full Inclusion
One of the biggest controversies in the United States education system is whether or not full
inclusion should be practiced in all schools. There are various reasons why people are for or against
full inclusion. The Learning Disabilities Association of America (2012) defines full inclusion as, "a
popular policy/practice in which all students with disabilities, regardless of the nature or the severity
of the disability and need for related services, receive their total education within the regular
education classroom in their home school" (p. 1). Full inclusion is a policy in which the ultimate
goal is to eliminate the need of pull–out programs. Students with disabilities are expected to learn
and make friends in general education classrooms. ... Show more content on Helpwriting.net ...
When children are separated in schools, they begin to believe that one group is better than the other.
More often than not, elementary aged students refer to the special education students as the "mental"
ones. Although children do not intentionally negatively judge their peers, the segregation in school
systems makes them believe that is why they are separated. Batchelor and Taylor stated, "Social
interaction within the peer culture is the basis from which friendships develop (Guralnick, 1981),
and is an important medium through which language, cognitive and social learning takes place
(Guralnick 1981; McEvoy & Odom, 1987)" (p. 1). Students need social interaction with their peers
in order to make friends and develop social skills. When students with disabilities are all in one
room together, they are not being exposed to the people they will talk to in the real world, and
therefore will not develop proper social skills. When regular education students are integrated with
students with disabilities, they become much more accepting of people with differences. They make
new friends and learn how to accommodate for those who need extra help. Keeping children
separated plays a role on the reputation and mental health of those with disabilities. Abrams, Hogg,
and Marques (2005) stated, "Whereas the experience of inclusion is frequently accompanied by
positive emotions, the experience of being excluded typically leads to negative emotions, including
sadness, loneliness, jealousy, anger, shame, and anxiety (Baumeister & Tice, 1990; Leary,1990)" (p.
64). Children are not born with hatred in their hearts. They are accepting of everyone until they are
taught to hate. Keeping students with disabilities separated from students without them is teaching
students that they are different and one group is more capable than the other. Students with
disabilities begin to

The Pros And Cons Of Disabilities In Education
In the United States, one person is born every eight seconds and one dies every eleven seconds
("U.S. and") causing there to be a net growth of one individual every fifteen seconds ("U.S. and").
Consequently, as the population continues to exponentially grow, the number of American students
in public and secondary schools has increased from "50.6 million enrolled in fall 2016" to "about
50.7 million" in fall 2017 ("Fast Facts"). On a global scale, the world population has reached almost
7.5 billion ("U.S. and") with "[o]ver one billion people or 15% of the world's population liv[ing]
with some form of disability" (Lansdown "Children and"). Moreover, "[t]he estimated number of
children with disabilities between 0 and 18 years ranges between 93 million and 150 million"
(Lansdown "Children and"). Many people who attended grades K–12 in an American public school
system during the 1990s can recall similar memories of their schools' methods of educating those
with physical disabilities, mental disabilities, or both. Prior to 1997, "services for individuals with
disabilities were still primarily provided through a pull–out or resource–room model in which
students were provided services outside of the general education classroom, either by being pulled
from their general education classroom or by attending a separate, segregated class often called a
resource room" (Provenzo 746). However, individuals who attend public schools in the 21st century
are able to recognize that as the

Diversity In The Classroom
Maya Angelou once said, "It is time for parents to teach young people early on that in diversity there
is beauty and there is strength." When we send our children to school, they are segregated based on
the letter D (diversity, disabled, dysfunction), showing the young that not all children can enjoy the
same educational opportunities that they are provided in schools. This is due to a controversial topic
among teachers and parents known as inclusion. It's time we put an end to this separation and bring
inclusive classrooms to all schools. Inclusion secures opportunities for students with disabilities to
learn alongside their non–disabled peers in general education classrooms. Classrooms that establish
a healthy inclusive environment benefits ... Show more content on Helpwriting.net ...
Their minds spinning with the thought that their children will be brushed to the side and not given
the same attention, while teacher fear they become frazzled. They tend to believe that children with
disabilities are uneducable or are a burden on the mainstream educational system. Segregating
students with disabilities can lead to a greater gap between society and themselves, a situation that
people with disabilities face daily. But imagine the parents of the children who are not given the
same educational opportunities, parents of disabled students understand better than anyone, the
fears, and struggles that come into teaching their children. In America "nearly 40 percent of children
with disabilities do not graduate" (Diamont, 2015). Low expectations and lack of discipline are
likely to play a major key. Special Education classes also do not provide any form of transition
between a sheltered school environment and the real world. Not being able to conduct themselves in
social situations or proper ways of handling overwhelming stress in a job field, these all of
potentially disastrous results. Oleta Garrett Fitzgerald, director of the Children's Defense Fund's
Southern Regional Office, stated: "Young people who generally end up in trouble were not prepared
from the beginning educationally, the biggest reasons students end up in the corrections system is
school failure." (Mader,

Full Inclusion
Perhaps the most extensively and passionately discussed topic in special education in recent years
has been the topic of inclusion. Even though an agreed upon explanation of full inclusion does not
exist, full inclusion refers to the total integration of a student with disabilities into the regular
education program with special support. In full inclusion, the student's main placement is in the
general educational classroom. Students do not reside in a resource room nor are they assigned to a
special education classroom. Consequently, the student with disabilities is a member of the general
education class. On the other hand the student with special needs does not need to be in the general
class 100 percent of the time, but can leave the class

Full Inclusion
Several research studies have shown that teacher attitudes toward inclusion have a direct impact on
the success of the inclusion program. Full inclusion is often put into place in schools due to previous
due process hearings and is often a one size fits all model. Classroom teachers are rarely involved in
the discussions and planning for inclusion. School administrators often believe that full inclusion
may reduce their personnel budget by eliminating pull out programs for students with disabilities.
This article compares teacher perceptions to previous studies towards full inclusion, particularly
students who have emotional/behavior disorders (EBD). Teachers often display resistance to change,
especially when they do not have input in the ... Show more content on Helpwriting.net ...
None of the schools were able to achieve full inclusion for students with EBD. Several schools
attempted full inclusion but reported having to remove the students and place them into "remedial"
classes due to their distributive behaviors. Every school that participated in the study reported the
classes for inclusion were chosen based on the individual teacher personalities. All of the teachers
reported some communication between the special and general education teachers, however they
noted that the communication was not consistent and thinned out throughout the school year. Special
education teachers and support personnel were available on an as needed basis or after the fact
during a crisis situation. The participants of the study reported various roles of the special education
teacher, from team teacher to inclusion consultant. Only two of the nine schools had general
education teachers attend Individual Education Plan (IEP) meetings. Teachers responded with a
willingness to provide inclusion services but express they were skeptical of the support they would
receive. A number of general education teachers refused to use behavior charts in their classroom
even as student behavior escalated

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