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Special Education Inclusion in the General Education Classroom

Special Education Inclusion in the General Education Classroom. Stefanie Gilmer CI 583 Section 2. “Inclusion is…. a legal, moral, ethical, and civil right.” But, does it work?. Problem Statement.

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Special Education Inclusion in the General Education Classroom

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  1. Special Education Inclusion in the General Education Classroom Stefanie Gilmer CI 583 Section 2

  2. “Inclusion is… a legal, moral, ethical, and civil right.” But, does it work?

  3. Problem Statement 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?

  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. Pro’s • 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.

  6. Con’s • 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.

  7. Benefits for Teachers • 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

  8. Federal Law Requirements • IDEA • Provision of public education • Least restrictive environment • Section 504 • Used less frequently

  9. Landmark Court Cases • 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.

  10. Strategies to Promote Successful Inclusion • More ideas

  11. Conclusion • 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.

  12. Bibliography • 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

  13. Bibliography Continued • 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

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