Inclusion
BEHAVIORAL APPROACHES FOR INCLUSION
Students with emotional or behavioral problems face serious hurdles both in school and when their education has ended. Few receive services outside the school, making school the only place they receive any help (Mannella et. al., 2002). In recent years, professionals have devised better ways for dealing with these students (Childs et. al., 2001). The approaches include inclusion in regular settings instead of isolating the students in special settings whenever possible, using tools such as functional behavioral analyses (FBA), and using the results of behavioral analyses to plan positive educational and behavioral interventions.
One problem with using inclusion with any kind of student, but especially students with emotional or behavioral disorders, is that schools often think they're using inclusion when they are not. Some schools have claimed to be using inclusion when all special-needs students remained in special classes (Mamlin, 1999). In one case, students who had been in special classes were called "individual schedule students." Although they functioned as special classes, they were counted as being enrolled in regular fourth grades on official school forms (Mamlin, 1999). The plan was that the children would be worked into the regular classroom for subjects they were strong in, and that they would all be in the regularly scheduled computer classes. But in reality, only two students were in regular classes, and computer skills were taught in a segregated way. True inclusion requires careful planning, teamwork between the regular and special staff, and expert guidance (Mamlin, 1999).
It does take extra training to make inclusion work. All too often, school staff respond to the problems of students with emotional or behavioral disorders with punishment or exclusive. These types of interventions do not correlate with either improved individual behavior or better student behavior, and sometimes, they only increase disruptive and even violent behaviors (Mannella et. al., 2002). One popular positively...
Serving students with a full range of abilities and disabilities in the general education class room with appropriate in-class support is how Roach (1995) defines inclusion using this practice. Friend & Bursuck (1996) noted that children with disabilities are considered as full members of the classroom learning community in such setting with their special needs met there. Students with disabilities are helped to establish and maintain social networks and opportunities
A wrap-around approach emphasizes solving the child's problems within his natural environment. Levy and Washington (in Lombardi's book) emphasize that collaboration is essential. They describe a school in Brooklyn that has made true collaboration between special education staff and general education staff a priority, blocking out time for staff to communicate with each other. They have also broadened their definition of communication, realizing that sometimes people will not be able
The shift toward standardized testing has failed to result in a meaningful reduction of high school dropout rates, and students with disabilities continue to be marginalized by the culture of testing in public education (Dynarski et al., 2008). With that said, the needs of students with specific educational challenges are diverse and complex, and the solutions to their needs are not revealed in the results of standardized testing (Crawford &
The language employed did not obfuscate the points the authors were making and generally assisted in ensuring that their argument was lucid and efficient. This is an important feature because very often writers will produce work where the reader is sentenced to time reading the work, not in this case. More substantively, however the thesis was well supported by the argument presented. While, I concur with most of the
Part One: At-Risk Preschoolers and ADHD At-Risk Preschoolers and Early Developmental Delays Because early intervention can be critical for optimizing student outcomes, identifying at-risk students in preschool has become built into the Individuals with Disabilities Education Act (IDEA). In fact, IDEA also offers guidelines for identifying possible developmental delays in infants and toddlers who are under age three and who would be “likely to experience a substantial developmental delay if early intervention
Importance of the Safe School Collaborative Process Considering the Social Cognition of School-Age ChildrenAbstractThis paper examines the importance of a collaborative process in ensuring safe schools, with a focus on the social cognition of school-age children. To address school violence requires the involvement of various stakeholders, including students, parents, teachers, school administrators, community members, and law enforcement, each having a role in creating a secure and supportive educational environment. This
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