This document discusses inclusion in special education and whether it is an effective model. It defines inclusion as educating students with special needs full-time in general education classrooms. The author examines challenges like whether students benefit academically and socially from inclusion. Research cited found that inclusion had positive social effects like long-term friendships and role models, and no negative impact on class test scores. The author concludes that inclusion is effective when implemented properly with support, training, and accommodations for individual student needs.
Teaching challenges - education and technology - Roles of teachers today Silvia Sowa
what are the challenges for teachers in today´s changing education world? are we accepting them? are we facing and understanding the changes, variations, and new orientation it requires?
Is our role the same as it used to be in the recent past?
What are the attitudes towards the application and use of the digital learning environments?
inclusive education, curriculum, importance of teacher in the curriculum, barrier in the inclusive classroom, role of teacher in barrier free curriculum
Teaching challenges - education and technology - Roles of teachers today Silvia Sowa
what are the challenges for teachers in today´s changing education world? are we accepting them? are we facing and understanding the changes, variations, and new orientation it requires?
Is our role the same as it used to be in the recent past?
What are the attitudes towards the application and use of the digital learning environments?
inclusive education, curriculum, importance of teacher in the curriculum, barrier in the inclusive classroom, role of teacher in barrier free curriculum
Outline of the current issues and debates on how teacher professional development should be organized in order to achieve an inclusive education system
This resource addresses inclusion with respect to different forms of face-to-face teaching (e.g., lectures, seminars/tutorials, and practice-based sessions) and associated materials (e.g., hand-outs and lecture slides).
Presentation status of inclusion of children with special needs and effectiv...SIDDHI SOOD
Inclusion, right of Children with Special Needs, is an approach to educate students with special educational needs with non-disabled children, i.e., Inclusive Education. And therefore, the point here to think about is when we think about teaching in an inclusive classroom, what are our concerns? Do we have enough training? Will we get the support we need from school administrators or specialists? Will working with the children with special needs take time away from our other responsibilities? These questions are common ones, and sometimes concerns are justified.
Outline of the current issues and debates on how teacher professional development should be organized in order to achieve an inclusive education system
This resource addresses inclusion with respect to different forms of face-to-face teaching (e.g., lectures, seminars/tutorials, and practice-based sessions) and associated materials (e.g., hand-outs and lecture slides).
Presentation status of inclusion of children with special needs and effectiv...SIDDHI SOOD
Inclusion, right of Children with Special Needs, is an approach to educate students with special educational needs with non-disabled children, i.e., Inclusive Education. And therefore, the point here to think about is when we think about teaching in an inclusive classroom, what are our concerns? Do we have enough training? Will we get the support we need from school administrators or specialists? Will working with the children with special needs take time away from our other responsibilities? These questions are common ones, and sometimes concerns are justified.
Let’s end the debate about whether toinclude students with s.docxsmile790243
Let’s end the debate about whether to
include students with severe disabilities
in the general education classroom (see
box, “What Does the Literature Say?”).
Let’s focus on how and when and where.
This article provides helpful perspectives
and suggestions for teachers, students,
and parents in the struggle to provide an
appropriate education for all students.
Here, we provide a cascade of inte-
gration options for inclusion. These
integration options are based on the
work of many researchers (Bradley,
King-Sears, & Tessier-Switlick, 1997;
Giangreco, Cloninger, & Iverson, 1998;
Janney & Snell, 2000; Stainback &
Stainback, 2000).
In these options, we have applied
content area instruction to inclusive set-
tings, using a case example. We have
also outlined a system designed to facil-
itate collaborative planning between
general and special education teachers,
using a student’s individualized educa-
tion program (IEP) as a foundation for
decision making. Use of the IEP ensures
that educational programming is both
individualized and integrated with the
general classroom curriculum.
The Cascade of Integration
Options
The Individuals with Disabilities
Education Act (IDEA) promotes the con-
cept of placement of students with dis-
abilities into the least restrictive envi-
ronment (LRE). The concept of LRE is
based on the belief that educators must
provide a range of placement options
(Mastropieri & Scruggs, 2000; Thomas &
Rapport, 1998). A cascade of placement
options can range from the home-school
and general education class setting to
institutional placements. This cascade
of services highlights the need to indi-
vidualize and base decisions for place-
ment on the student’s unique needs.
As noted, schools and districts are
placing more students with severe dis-
abilities in general education settings. But
placement alone is insufficient to guaran-
tee that the student with disabilities will
benefit educationally. The optimal inte-
gration option is based on two factors:
• The type of activity undertaken in the
general education setting.
• The objectives stated on the student’s
IEP.
Decisions about including a student
with severe disabilities are frequently ori-
ented toward fitting the student into the
existing general education classroom
activities and focus primarily on social
integration (Scruggs & Mastropieri,
1996). The social integration focus
negates the opportunity for the “includ-
ed” student to receive instruction in con-
tent areas. Although we acknowledge the
value of social integration, we advocate
that programming should emanate from
the student’s IEP objectives. Teachers
should consider content area coursework
as a means by which the student may
meet his or her IEP objectives. For exam-
ple, teachers can address many objec-
tives from the IEP in the general educa-
tion setting by considering a range of
adaptations and accommodations.
The Cascade of Integration Options
illustrates a range of accommodations
for students wit ...
Paper presentation on teacher training modulesPuja Shrivastav
This was presented during paper presentation at Disha Conference organised by St. Xaviers college. It is talking about the need of the differential instruction in the teacher training institute as well.
Module 1 Introduction in Differentiated Instruction.pptxAine42
The aim of this module is to introduce learners to Differentiated Instruction as a learner-centric model of education that aids VET educators struggling to respond adequately to varied VET student needs within one classroom or group.
3. What is it?
●
“Inclusion is when a student with special learning and/or
behavioral needs is educated full time in the general
education program.” (Idol 2006)
●
“All students regardless of strengths and weakness part of
school community” (Obiakor 2012 )
●
“...students’ attending the same schools as siblings and
neighbors, being members in general education classrooms
with chronological age-appropriate classmates, having
individualized and relevant learning objectives, and being
provided with the support necessary to learn.”
– Teaching style “strengthened (though not
specifically required) by 'No Child Left Behind Act
of 2001' and 'Individuals With Disabilities Act
(2004)'” (Kimbrough 2012)
4. What is it?
●
To me as an educator:
– Modifying lessons to accommodate
students of all levels, abilities, and
learning styles
– Special education students
are in regular education
classroom the entire school
day
5. Challenges and Problems
●
Do students benefit from placement in regular
classrooms?
●
Often requires more than one teacher per
classroom
●
Teachers must undergo professional
development to reach special education
students
●
Individualized Education Programs (IEP) must be
well developed (Cromwell 2004)
●
Effectively teaching all students
6. Challenges and Problems
●
Time to collaborate with special
education teacher
●
Special education students disrupting
regular education students
●
Time spent by teacher assisting students
with disabilities vs. the rest of the class
(Kimbrough 2012)
8. Educator Perception of Inclusion
According to the article “Toward
Inclusion of Special Education Students...”
by Idol:
●
Eight schools evaluated (4 elementary,
4 secondary schools)
●
Each school had a well developed
special education program
●
Data collected regarding staff
perception and state test scores
9. ●
Findings 'strongly support' inclusion
according to interviews of staff
●
Teachers became more skilled at
delivering lessons that 'accommodate
students at various levels of learning and
performance'
●
(Idol 2006)
10. Social Effects
●
Students create long-term friendships that
would not be possible without inclusion.
●
Peers can act as role models for social skills
(Inclusion for Special, n.d.)
●
Teaches “respect, care, recognition, empathy”
(Obiakor 2012)
●
Special education students “happier, more
independent, and more motivated to go to
school [and] participate in class” (Kimbrough
2012)
11. Academic Effects
●
Class state test scores not affected (Idol 2006)
●
Improved post school outcomes, especially in
vocational programs
●
Teacher is “more apt to break instructions into
finer parts or repeat instructions”, thus
benefiting all students(Sharpe, n.d.)
●
Higher expectations for special education
students (Inclusion for Special Education, n.d.)
13. Harbor Beach Middle School's Approach
●
Uses the inclusion model
●
All students attend the same regular education classes
(Math, ELA, Science, Social Studies, PE, Technology)
●
Special Education teacher team teaches with Math
and ELA teachers
●
Aides assist in Science and Social Studies classrooms
●
Teachers modify assignments based on students' IEPs
(less questions, more time, tests read aloud, etc)
●
Teachers differentiate instruction to accommodate
learning styles
●
Some professional development provided to assist in
understanding how to accommodate, modify, and
differentiate instruction
14. My Personal Approach
●
Willing to make necessary accommodations to
ensure student success
●
Instruction should be differentiated regardless;
all students learn differently
●
Training is absolutely necessary; I am
continuing to grow in my ability to reach all
students
●
Amount of success also depends on support
from administrators, special education
teachers, parents, and instructional aides
●
Not an easy task, but I feel the benefits
outweigh the difficulties
15. Strategies and Solutions to Challenges
●
Special Education students should be distributed
across all teachers
●
“Teachers use a variety of strategies, including
curriculum and instructional adaptations, peer
tutoring, cooperative learning, and layered
curriculum”
●
(Sharpe, n.d.)
●
Class size needs to be reduced according to
severity of special education students
●
Teachers need time to meet, plan, and evaluate
students' progress
●
IEP's must be well designed
●
(Cromwell, 2011)
16. Conclusion
●
Inclusion is an effective strategy for
teaching special education students.
●
Benefits outweigh negative
implications when strategy is used
properly
●
Though it requires intensive
preparation on the teacher's end,
helping students of all ability levels
succeed is one of the highlights of
teaching
17. References
Cromwell, S. (2011) Inclusion in the classroom: Has it gone too far? Retrieved from
http://www.educationworld.com/a_curr/curr034.shtml
Idol, L. (2006) Toward Inclusion of Special Education Students in General Education: Program
Evaluation of Eight Schools. Remedial and Special Education, , 77-94.
Inclusion for Special Education Students: Advantage and Benefits.(n.d.) Retrieved from
http://disabilitynetwork.org/education/inclusion-for-special-education-students-
advantages-and-benefits/
Kimbrough, R., & Mellen, K. (2012). Research summary: Perceptions of inclusion of students
with disabilities in the middle school. Retrieved from http://www.amle.org/portals/0
/pdf/research/Research_Summaries/Inclusion.pdf
Obiakor, F., Harris, M., Mutua, K., Rotatori, A., Algozzine, B., (2012) Making Inclusion Work in
General Education Classrooms. Education and Treatment of Children. , 477-490.
Sharpe, Wesley. Special Education Inclusion. (n.d.) Retrieved from
http://www.educationworld.com/a_curr /curr320.shtml