¶ … attitude of regular education and regular education teachers toward inclusion students. The writer explores the factors that come into play when implementing full inclusion of students with special education needs into a regular education classroom. The writer used six sources to complete this paper.
Years ago, special education students were shuffled down to the end of the hall in a classroom that was far away from the mainstream students of the school. They not only had separate classrooms but often had different lunch periods and recess, which meant they never co-mingled with the regular education population (Cawley, 2002). In the 1960's the federal government declared such practice illegal and mandated that special education students were to be educated in the least restrictive environment. For the past four decades educational systems have scrambled to figure out exactly what that means and then comply with it. The end result has been the complete full day inclusion of as many special education students as possible nationwide. With this inclusion there have been a large number of demands made on regular education teachers to comply with the federal mandates as laid out in the Individual Education Plans of the special education students (Killoran, 2002). Historically it has been accepted that a teacher's attitude can make or break a student. With the relatively recent movements to include students with special needs in the regular education classrooms it is important to assess the attitudes of the regular education students and teachers toward the special education students who have joined them.
POSITIVE AND NEGATIVE ASPECTS
There are many positive aspects to the use of inclusion of special education students to the regular classrooms. Some of them include the ability of the students to cross teach and cross learn as they draw from each other's strength and weaknesses (Pivik, 2002). In addition the use of inclusion is believed to better prepare both the regular education students and the special education students for the adult world as it is filled with diverse abilities...
There is a growing body of support that indicates that while inclusion may be the best answer for mildly autistic children, it may not be the best setting for those with moderate to severe autism. Until now, research into the autistic child in the classroom has focused on taking the position of either for or against inclusion in the general classroom. However, when one takes the body of literature as
Although this movement has created controversy and has seen mixed results, it has become a major force in the placement and education of children and is expected to expand in the future (King, 2003). Definitions Accommodations: when an aspect of the environment or expectation has been changed so that a child with a disability can be successful at completion of a task. Constituents: a citizen who is represented in a government by
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 &
Pedagogic Model for Teaching of Technology to Special Education Students Almost thirty years ago, the American federal government passed an act mandating the availability of a free and appropriate public education for all handicapped children. In 1990, this act was updated and reformed as the Individuals with Disabilities Education Act, which itself was reformed in 1997. At each step, the goal was to make education more equitable and more accessible to
..may establish schools for the education and care of the disabled and schools for special education in a way that matches their abilities and aptitudes." This article takes us back to the idea of isolation not integration, by establishing special schools for the disabled. This is a possibility, not an obligation, in accordance with the Minister of Education's inclinations and preferences." (Fekry, Saeed, and Thabet, 2006) It is stated in
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
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