This document discusses inclusion of special education students in general education classrooms. It notes there are pros and cons to inclusion. Research shows disabled students do as well or better academically in inclusive classrooms and benefit socially from inclusion. Inclusion helps general education students become more accepting and offer academic support. However, not all students learn best in inclusive environments, as some need more individualized instruction. The document reviews federal laws supporting inclusion and landmark court cases. It provides strategies to promote successful inclusion and concludes that while inclusion has downsides, research shows benefits outweigh risks.
Presentation to 1st and 2nd year general education teachers to help them understand the term inclusion, and discussion of strategies to help facilitate successful inclusive environments
Presentation to 1st and 2nd year general education teachers to help them understand the term inclusion, and discussion of strategies to help facilitate successful inclusive environments
children with special needs: inclusive education, special education and inte...Naseera noushad
presentation about education of children with special needs,how to educate children with special needs,merits and demerits of inclusive education, special education and integrated education.
Inclusive education - Definition, concept and significance of Inclusive educa...Suresh Babu
Inclusive education - Definition, concept and significance of Inclusive education Significance of inclusive education for the education of all children in the context of right to education, Issues and problems in Inclusive education, Teacher preparation for Inclusive education – developing attitudes and competencies for inclusion.
Adaptation, accommodation and modification for pre academic curriculumsyd Shafeeq
The early childhood years (0 to 6 years) are viewed by many as a critical time for the intellectual and social development of any child. Children in the age range of 0 to 3 years receive training in early learning skills while those children in the age range of 3 to 6 years pre primary education. The Pre-Primary level programmes and early intervention programmes aim at reducing further damage to the child.
children with special needs: inclusive education, special education and inte...Naseera noushad
presentation about education of children with special needs,how to educate children with special needs,merits and demerits of inclusive education, special education and integrated education.
Inclusive education - Definition, concept and significance of Inclusive educa...Suresh Babu
Inclusive education - Definition, concept and significance of Inclusive education Significance of inclusive education for the education of all children in the context of right to education, Issues and problems in Inclusive education, Teacher preparation for Inclusive education – developing attitudes and competencies for inclusion.
Adaptation, accommodation and modification for pre academic curriculumsyd Shafeeq
The early childhood years (0 to 6 years) are viewed by many as a critical time for the intellectual and social development of any child. Children in the age range of 0 to 3 years receive training in early learning skills while those children in the age range of 3 to 6 years pre primary education. The Pre-Primary level programmes and early intervention programmes aim at reducing further damage to the child.
Dr. Kritsonis has traveled and lectured extensively throughout the United States and world-wide. Some international travels include Australia, New Zealand, Tasmania, Turkey, Italy, Greece, Monte Carlo, England, Holland, Denmark, Sweden, Finland, Russia, Estonia, Poland, Germany, Mexico, the Caribbean Islands, Mexico, Switzerland, Grand Cayman, Haiti, St. Maarten, St. John, St. Thomas, St. Croix, St. Lucia, Puerto Rico, Nassau, Freeport, Jamaica, Barbados, Martinique, Canada, Curacao, Costa Rico, Aruba, Venezuela, Panama, Bora Bora, Tahiti, Latvia, Spain, Honduras, and many more. He has been invited to lecture and serve as a guest professor at many universities across the nation and abroad.
1. Stefanie Gilmer CI 583 Section 2 Special Education Inclusion in the General Education Classroom
2. a legal, moral, ethical, and civil right.” But, does it work? “Inclusion is…
3. More often than not, schools are leaning towards full inclusion in the classroom—there are pro’s and con’s. Is this best for all students involved? What does the research show? What does the law say? Problem Statement
4. What does an inclusion classroom look like? Usually, two teachers Sometimes, a general education teacher and a special education assistant Students consist of special education and general education students, taught together Difficult to tell which students have IEP’s and which do not Video
5. Disabled students do as well, if not better, in an inclusive classroom compared to a separate classroom. Inclusion helps with socialization of disabled students. Advanced students become more accepting, and start to offer help to their struggling peers. Pro’s
6. Not all students learn best in this environment. Some students need more individualized instruction, at a slower pace. A general education classroom can provide too much stimuli. Con’s
7. Learn from each other Begin to see class as one large group, as opposed to two separate groups Students with varying needs Skills are developed and refined Benefits for Teachers
8. IDEA Provision of public education Least restrictive environment Section 504 Used less frequently Federal Law Requirements
9. Greer vs. Rom City School District Sacramento City Unified School District vs. Holland Oberti vs. Board of Education of the Borough of Clementon School District Poolaw vs. Parker Unified School District School District of Wisconsin Dells vs. Z.S. Landmark Court Cases
11. Although there are downsides to full inclusion classrooms, it seems that the research shows the benefits outweigh the risks. Provides benefits for all students and teachers/assistants involved. Conclusion
12. Gaillard, P. (n.d.). The inclusion classroom. Retrieved from http://techinclusion.tripod.com/ Inclusion in the classroom. (n.d.). Retrieved from http://kc.vanderbilt.edu/kennedy_files/InclusioninClassroomTips.pdf King, E. N. (2008, November 4). The benefits of an inclusion classroom [Web log message]. Retrieved from http://schoolpsychologistfiles.blogspot.com/2008/11/benefits-of-inclusion-classroom.html Schultz, K. (2007, March 15). Special education inclusion. Retrieved from http://www.weac.org/Issues_Advocacy/Resource_Pages_On_Issues_one/Special_Education/special_education_inclusion.aspx Bibliography
13. Scullion, T. (n.d.). Collaboration and teaching strategies for the inclusion classroom. Retrieved from http://www.wjcc.k12.va.us/jbms/FACULTY/ScullionTim/index-2.htm Teaching autism students in inclusive classrooms. (n.d.). Retrieved from http://www.child-autism-parent-cafe.com/autism-students-in-inclusive-classrooms.html Team teaching full inclusion. (2010). [Web]. Retrieved from http://www.youtube.com/watch?feature=player_embedded&v=vShPt32MjpI Bibliography Continued