¶ … Wind Education: Inclusion Discipline

The purpose of this work is to research Inclusion Discipline. Recently there has been a push throughout the nation for the placement of Special Education students in the regular classroom environments. This work will examine that which an administrator must do in making provisions of ensuring the students not only receive quality education but also to reflect that the IEPs methods utilized are promoting quality behavior in the regular classroom.

Inclusive education has faced many challenges in the classroom that is so diverse in terms of student's needs and accommodations. The Individuals with Disabilities Act was passed with the intent of protecting and integrating disabled individuals. To complicate matters the passing of the "No Child Left Behind Act" by the present administration brought with it what has the feel of a "conflict of interest" in view of the pre-existing IDEA legislation. Through the evaluation of IEP's, or the Individualized Educational Program, the program that evaluates students and assists in the decision making as to whether they will be included in the regular classroom environment, which is termed "inclusion" or if the individual will be contained in the special education class. The general rule of thumb for measurement in the placement of students is that the student be placed in the "least restrictive" learning environment possible.

I. Duties of the School Administrator: Specifically as to Inclusion:

The school administrator has a great responsibility in overseeing the implementation of the inclusive classroom as well as the No Child Left Behind Act. One of the major concerns with inclusion is discipline for children with disabilities Changes of the final regulations under the Act in Sections 300.121(d) and 300.519-529 take very seriously into consideration the concerns that the schools, specifically the teachers and administrators have toward maintaining safety and order within the environment of the school.

Generally, parents, teachers, and administrators are able to congenially find a solution in behavioral problems as to the allotted time for removing the student from classes who has committed a violation against the school code of conduct. There are no limits or regulations that impose a specific amount of time in view of the discipline.

The administrator of the school that educates special education students are in positions that contain "broad and demanding duties."

The administrator in special education must comply with the Individuals with Disabilities Education Act (IDEA). This includes making a "determination of educational standards and goals for special education programs, ensuring that those programs comply with federal state and local laws, responsible for setting policies and procedures for special education and staff, motivating teachers and staff, provision of regular reports to parents of disabled children as to the process of the student, reviewing and evaluation of all pilot programs, writing of grants and preparation of budgets, responding to legislative questions and concerns, mediating disputes between parents and school, and attendance at community meetings when critical special education issues are discussed."

According to Laura Clark, Ph.D., Director of Special Education for Kansas City, Kansas:

"Being a special education administrator in a school system that serves thousands of children is sometimes like walking a tightrope. Funding Special Education is usually a public relations nightmare. Parents of children who are receiving special services say the school's not doing enough. Parents of children who don't need special education services say the school does to much or spends too much on the program." (Clark, 2004)

According to Clark her greatest challenge is:

"Handling difficult cases where children have complex challenges to overcome."

In light of the laws that bring governance to the educational system Ms. Clark stated that:

"Administrators must have a desire to understand the law and regulations affecting special education. Carefully studying the fine print of legislation is tedious and time consuming, but one person really can have an impact in a school systems if he or she understands the federal law."

II. Discipline in Inclusive Classrooms and the I.E.P.:

Each public school that receives funding for special education and other related special needs students are required to have an Individualized Education Program. The IEP is individualized in design for each student. The basic steps of the IEP are the identification of the special...

The IEP team gives consideration to the student's cognitive abilities in placement. After the services are provided in the IEP the progress is measured and reported to parents of the student. One each year the child's progress is again reviewed. Every three years referred to as a triennial the student is reassessed to determine if the child is still disabled under the definition of IDEA.
III. Special Factors that Affect the IEP:

The needs of the child may give rise to consideration by the IEP Team to that which is termed "special factors." The following are factors that are considered to be within the definition and scope of "special factors":

1. Behavior interfering with learning of classmates and self.

2. Limited proficiency in the subject of English

3. Blindness or visual impairments

4. Communication Needs

5. Deafness, hard of hearing

6. IEP teams must put the child's need for assertive technology services and/or devices.

Conclusion:

The classroom environment that is inclusive is one that will have challenges in many areas. It is vitally important that the school administrator read in journals and articles as well as other sources of new articles in order to keep a hand on the community pulse." The satisfying of both the NCLBA and the IDEA, both simultaneously is a stringent task to be undertaken and requires 100% effort in the successful implementation of inclusion in the classroom.

Bibliography:

'A Guide to the Individualized Educational Program" (2000) Office of Special Education and Rehabilitative Services, U.S. Department of Education. July 2000. [Online] available at: http://www.ed.gov/offices/OSERS

Special Education Administrator: Practitioner's Profile; Laura Clark, Ph.D.,

(2002) Director of Special Education, Kansas City, Kansas. Spring 2001.

Provisions of Special Interest to Administrators (1999) IDEA Law and Resources:

Idea - Part B Final Regulations, March 1999, Online at: http://www.cec.

sped.org/law_res/doc/law/briefs/administrators.

Discipline Procedures (1999) Idea Part B. Final Regulations Idea Law and Resources [Online] available at:

http://www.cec.sped.org/doc/law/law/brief02.php

DiPaola, Michael Chriss (2003) Principals and Special Education: The Critical

Role of School Learner: February 2003 [Online] available at http://www.copsse.org

Gone With the Wind

Critical Review

Statement of Thesis:

"Gone with the Wind" was written by Margaret Mitchell, a post-Civil War debutante, daughter of Atlanta's Historical Society President who received a college education and worked as a writer for the Atlanta Journal. Little Margaret grew up listening to stories, discussions and conversations of the family elders reminiscing about "The Old South" and the way it was back in the "Good Old Days." Margaret Mitchell with the aid of Victor Fleming and moving film technology presented her story of the old South, it's fall and the beginning of it rebirth and aspiring renewing to the world.

The purpose of this work is to state key discrepancies or paradox behaviors in the movie by characters that were misrepresented or simply underrepresented in the story, specifically the roles of women.

Introduction:

"Scarlet O'Hara was not beautiful, but men seldom realized it when caught by her charm as the Tarleton twins were .... Her manner had been imposed on her by her mother's gentle admonishment and the sterner discipline of her Mammy, her eyes were her own." (Mitchell, 1954)

Scarlet O'Hara was, to quote Margaret Mitchell yet again:

"But for all the modesty of her small white ands folded in her lap, her true self was poorly concealed. The green eyes in the carefully sweet face, were turbulent, willful, lusty with life, distinctly at variance with her decorous demeanor." Mitchell, Margaret 1954).

I. "Gone with the Wind, The Movie - Produced by Victor Fleming:

The movie version of Margaret Mitchell's book, "Gone With the Wind" stirs a tale deep in the magnolia blooms of the "Old South" where every man has a plantation house complete with large columns on the house, big shade trees, plenty of lemonade and slaves to serve the lemonade. On the surface, there is no blemish in the almost perfect societal land that is created on the silver screen that is, until the deep soulful realities of life catch up to the characters and reveal the substance of each of Margaret Mitchell's characters. Furthermore, "Gone With the Wind" takes a look, although careful not to delve too deep, into the roles of women during that time.

The South is portrayed as a place of lush wealth where everyone had a large plantation, a large house, and was the owner of slaves who carefully tended the plantation and house never appearing unhappy, unfulfilled or in need of anything more than exactly what they had received. In fact the black individuals in the south, particularly the women were characterized as "dumb, devoted, sub-human and were bought and sold as were livestock.

This was a time in the history of the South although even though the South was indeed characterized by an innate gracefulness it was also a time of pretense, facades and lies, mostly the ones told to oneself, a time of a brand of justice that contained none welded…