This document discusses inclusion of children with disabilities in educational environments. It begins by outlining key legislation like IDEA2004 that aims to ensure equitable education for children with special needs. It emphasizes that every child has unique abilities and needs individualized instruction. The document then explores what inclusion looks like in practice, such as through authentic IEPs, inclusion of parental feedback, appropriate assessment tools, and focusing on tolerance and diversity. It provides recommendations for operationalizing inclusion through IEP teams, obtaining support, curriculum, hiring practices, and facility modifications.
Building the bridge to success: Best practices regarding identification and i...Caribbean Development Bank
Presentation delivered by Dr. Joanne Tompkins, St. Francis Xavier University at the at the Early Childhood Development Regional Research Conference, hosted by UNICEF and the Caribbean Development Bank, February 13- 15, 2018 in Antigua and Barbuda.
In this presentation, Dr. Angela Stone Martin and colleagues provide information on inclusion in the 21st century classroom. The presentation addresses laws protecting students with disabilities (SWD), the responsibility of teachers for meeting the individual needs of such students, and the pros and cons of the inclusive classroom.
Building the bridge to success: Best practices regarding identification and i...Caribbean Development Bank
Presentation delivered by Dr. Joanne Tompkins, St. Francis Xavier University at the at the Early Childhood Development Regional Research Conference, hosted by UNICEF and the Caribbean Development Bank, February 13- 15, 2018 in Antigua and Barbuda.
In this presentation, Dr. Angela Stone Martin and colleagues provide information on inclusion in the 21st century classroom. The presentation addresses laws protecting students with disabilities (SWD), the responsibility of teachers for meeting the individual needs of such students, and the pros and cons of the inclusive classroom.
An Overview of Inclusive Education in the United StatesDr. Mokter Hossain
Abstract:
Being a country of diversity, the United States has had a long tradition of research and practices in special education in the form of inclusion. Since passage of the Education for All Handicapped Children Act (EAHCA) of 1975, now referred to as the Individuals with Disabilities Education Act (IDEA) of 2004, a free appropriate public education has been available to all children with disabilities. However, inclusion of students with disabilities into general education classrooms has taken decades to be considered appropriate practice. Controversies, research, and legislation have shaped a collaborative relationship between general and special education. A wide range of political, epistemological, and institutional factors have facilitated a more child-centered public education. This chapter presents an overview of current issues and practices in the inclusion of students with disabilities in the U.S. The topics include: historical background; public laws that led to successful inclusion; categories and prevalence, and identification strategies; and inclusion practices for students with mild-to-moderate and selective significant disabilities for providing them equal and appropriate educational experiences in the mainstream classrooms.
Citation:
Hossain, M. M. (2012). An Overview of Inclusive Education in the United States. In J. E. Aitken, J. P. Fairley, & J. K. Carlson (Eds.), Communication Technology for Students in Special Education or Gifted Programs, pp. 1-25. Hershey, PA: IGI Global. PDF File. Available Online at: http://www.igi-global.com/chapter/overview-inclusive-education-united-states/55460
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. Beyond IDEA2004
Acknowledgment of legislation
Commitment to fulfilling the needs of all
children
Every child = Unique abilities
Identify needs for individualized instruction
5. How does inclusion look
in practice?
Authentic IEP’s
Inclusion of parental feedback
Appropriate assessment tools
“Inclusion” not “Mainstreaming”
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
9. Recommended websites for
inclusion 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. 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.pdf
Muller, 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.