Educational Framework For Inclusion Of Children With Disabilities

Autism is a disorder that is encompassed in the autism spectrum (ASDs) (Landa, 2007). Autism spectrum disorders describe the brain development disorders and encompass Asperger syndrome, autism, and pervasive developmental disorder not otherwise specified (PDD-NOS) disorders. Features of the ASDs includes sensory and cognition problems, difficulty in communicating with other people, and repetitive behaviors. This paper will discuss autism with respect to what it is, the causes, autism in the inclusive classroom (what can be done to enhance total inclusion) and the role of the community.

More and more people will need care in old age, and if they are disabled. Millions of Americans suffer from a chronic illness, or some kind of disability, and many of these people will have limits in their daily activities. Some people experience

Despite some high profile Inclusion debate relating to the type of setting in which children with ASC should be educated , it is expertise in autism that is important to parents (Batten et al, 2006).

Since autism is on the rise in elementary classrooms, teachers are being told that they have to implement inclusion

This paper has been composed to discuss the formulation of a plan for a student, who has been identified as having Autism Spectrum Disorder, and is currently receiving support services for speech and occupational therapy. An effective plan for collaboration with the occupational therapist and speech therapist as well as how the general education teacher will be supported will be described in the document. This paper will also discuss how behavioral observations have been used in the general education classroom to develop an intervention program that will meet the student’ s IEP goals and the services that are being provided meet those goals. The following will furthermore describe how the environment will support the student within the general

Education is very important to anyone living in Canada it shapes you and molds you as a person. The school is an agent of socialization it teaches students at an young age school rules, conducts, dress codes and how to build relationships with teachers and peers. I believe the education system teaches students certain morals and values which they transmit onto the real world. Throughout the course, Inclusion, Disabilities and Education it has impacted my ideas about inclusion and I have learned that inclusion is a human right. Moran (2007) & Rioux & Pinto (2010) state “inclusive education of students with disabilities is a matter of human rights, whereby access to quality education is coupled with respect and equity in the learning environment”

Social interaction and communication skills are important when it comes to learning in the classroom. Students with autism may have been delayed in communication at an early age, and this delay may have delay cognitive development. Conferring to the research of J. E. Ormrod (2012), teachers use adapted instructional materials to aid students with special needs to assist them in a general education classroom (inclusion); moreover, “teachers should expect to have students with a wide variety of special needs in their classrooms at one time or another” (Ormrod, 2012, 4).

The description of the wider education background regarding some of the challenges faced by children with autism, including White Paper 6, revealed an awareness of the impact of disabilities that lead to the exclusion of children with disabilities in education. Subsequent to the release of White Paper 6 (RSA DoE, 2001), the Department of Education published guidelines for inclusive education in 2005, with short-term goals which were to be implemented from 2004 to 2006 (RSA DoE,

The inclusion of special educational needs (SEN) students into mainstream schools is a key issue across England. The Education for All Handicapped Children Act (Public Law 94-142) states that ‘all handicapped children [have] the right to a free appropriate public education.’ However, there has been much debate concerning which approaches have a more active influence on the efficacy of inclusion. This essay will aim to investigate how practical and successful inclusion techniques are within a community whilst underlying both the advantages and disadvantages that inclusion may generate.

In Australia, educators and schools must accept all children as they have the right to learn alongside same age peers within a mainstream education, no matter their diversity. Inclusive schooling supports all children with disabilities and learning disorders and allows children to learn. Inclusive education recognises and complies with a range of different government acts. These include Equal Opportunity Act (1984) and Disability Discrimination Act (1992), which protect the rights of all children. In 1970 students with disabilities began to attend mainstream education as researched proved that having children with special needs segregated was not how they deserve to be educated as they have the same rights as every other student (Konza, 2008, p.39). A series of documents and policies were put in place, offering students with disabilities the education they were entitled to and making inclusive education a part of Australian education. These documents include the National Disability Strategy, the National Quality Framework, the Early Years Learning Framework of Australia, the Australian Curriculum, and the Australian Professional Standards for Educators. This report looks at these policies and different services, which have been implemented in Western Australia. This report builds an awareness of the views the community, parents and educators of children with special needs have on inclusive education and what recommendations educators can implement in

Schools in today’s society are rapidly changing and growing striving to implement the best practices in their schools. Nonetheless, before a school can implement a program in their school, they need reliable evidence that the new program will work. A new program that schools are aiming to implement is inclusion in the classroom because of the benefits inclusion could bring. The implementation of inclusion is strongly connected by people’s attitudes whether they are positive or negative. However, while inclusion is being widely implemented, there is comparatively little data on its effectiveness. It may be that inclusion benefits some areas such as reading and social skills, more than it does others.

This report will aim to discuss the inclusion for special educational needs (SEN) students as well as those students with autistic spectrum condition (ASC). This report will discuss inclusive education and its history, as well as the social, political and philosophical arguments that impact upon it. The report will look at how educational practice is shaped by legislative and regulatory frameworks; it will also show how our own practice provides support for all children to achieve within mainstream education.

Along with many other topics of special education, the topic of inclusion has been surrounded by uncertainty and controversy for as long as the concept has been around.

For thousands of years individuals with exceptionalities have been present in all parts of society across the world, especially those with physical or sensory characteristics. However, the way that these individuals have been viewed has changed dramatically. Originally these individuals were seen as ‘imbeciles,’ ‘worthless,’ and ‘a burden on society’ and were often shut away from ‘normal’ society or simply left to die or abandoned to institutions. Society has, however, created a positive change and started to exhibit a more humanitarian view and protective nature and developed a concern for the welfare of individuals with exceptionalities. The steadily changing view of society has paved the way to where today these individuals are now considered a part of an all-inclusive society where every citizen has value, merit and is capable of making a contribution to society.

As the life expectancy in the United States rises, the number of elderly in the population has also expanded. These increases have led to the oldest-old (people aged 90 and older) to become the fastest growing age group in the country. The oldest-old face many unique challenges because of their age, one of which is disability. Disability in the elderly has major impact upon society 1 and will continue will be a growing burden in years to come.