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Transcript of Inclusion ppt
Stefanie GilmerCI 583 Section 2
Special Education Inclusion in the General
Education Classroom
a legal, moral, ethical, and civil right.”
But, does it work?
“Inclusion is…
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
Usually, two teachersSometimes, a general education teacher
and a special education assistantStudents consist of special education
and general education students, taught together
Difficult to tell which students have IEP’s and which do not
Video
What does an inclusion classroom look like?
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
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
Learn from each otherBegin to see class as one large
group, as opposed to two separate groupsStudents with varying needs
Skills are developed and refined
Benefits for Teachers
IDEAProvision of public educationLeast restrictive environment
Section 504Used less frequently
Federal Law Requirements
Greer vs. Rom City School DistrictSacramento City Unified School
District vs. HollandOberti vs. Board of Education of the
Borough of Clementon School DistrictPoolaw vs. Parker Unified School
DistrictSchool District of Wisconsin Dells vs.
Z.S.
Landmark Court Cases
Strategies to Promote Successful Inclusion
Use consistent classroom routines
Give visual instruction
s
Watch for signs of
anxiety or stress
Understand need
for transition
Structure the layout
of the room
Clearly explain
purpose of all
assignments
Make use of special
interests
More ideas
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
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
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