Finding A Research Topic And Exploring The Library

General education should promote collaboration to increase an effective quality education for student in an inclusive classroom (Argan, 2014). This can be done a multitude of ways. Paraeducators can be included in planning activities in the classroom (Argan, 2014). By incorporating paraeducators, general education teachers and special education teachers can get a different perspective on how an activity may look or what

Produce a briefing document for a new member of staff who will be delivering classes in your specialist area embedding functional skills. The document should demonstrate your understanding of:

Another upside of Inclusion would be the development of friendships. If disabled children were in separated classroom, or schools, they would not have a wide variety of peers to bond with. In inclusive classrooms, children with disabilities can learn from children without disabilities, or vice versa. They will have more opportunities to open up and accept each other and learn to appreciate diversity. With these benefits, there are also downfalls. Inclusion can cause, not only for the non-disabled children to fail, but also for the disabled. For instance, some students who are disabled need extra help, but “…it can be difficult for a teacher to provide these accommodations without distracting the rest of the students” (Jessica Cook). Students with special needs will need extra attention, and while the teacher is helping the special needs student, he will be neglecting the other non-special needs students that also need help. Even the other way around, the teacher would help the non-special needs students, and would start neglecting the special needs students. This could possibly cause students to slowly, or maybe even drastically, start failing. Another example would be that regular teachers are not as “…fully trained as a special education teacher when it comes to providing for the educational, behavioral and physical needs of students with special needs” (Jessica Cook). Some people may say that they can always pair a regular teacher with another

In elementary school, my classroom had students with and without disabilities, and we all shared the same space while working towards a common goal, but over time this diverse community diminished. This phenomenon of tracking and hierarchy of opportunity in education that I notice today is also responsible for creating an environment in which secondary special education is often a segregated locale, physically and socially removed from mainstream public schooling. I've witnessed Syracuse University push against this norm and challenge these boundaries time and time again, and I feel that before entering my own my classroom I want to address these issues of homogeneity and continue to build my tool box of inclusionary practices that extend past my current

Preparing regular education teachers to address the diverse needs of children with special needs in inclusive set up.

I also believe that a key element of inclusion is maintaining a close relationship between me and the special education teachers and paraprofessionals that I will be working with. If it is at all possible to work together in one classroom, I believe that this will benefit all my students.

According to the foundations of Inclusion video the three key elements to the best inclusive practice are: access, participation and support. Access is allowing the student to get the education they deserve and making it easier on them. Students with disabilities should be allowed to have recess and go on fieldtrips with other students and teachers should help them accomplish that. Teachers are also encouraged to modify lesson plans so everyone in the classroom understands. Participation helps to make sure the student engages and fully understands what is being taught. Teachers can help with participation by interacting with the student and helping them to understand in different ways other than just speaking with them. Lastly, is support

Students with special needs need deserve the same education general education students are presented with. The philosophy of “ Disability Inclusion” concentrates on creating a safe, loving, and effective learning environment for students who suffer from physical, learning, and behavioral disabilities. When a student with disabilities is placed in the same environment as a non-disabled student, the results show wonderful improvement. When we are able to discover the strength of the student we are able to see just how much the student can improve in an inclusion classroom. Disability Inclusion not only sets a new beginning for an equal education of special education students, but it allows for more interaction with the child, and a more hands-on assessment.

The necessity of education for students throughout the United States and the world continues to grow, making it necessary for teachers in all areas. Though most special education teachers work in public school settings, the need for teachers in residential areas or as tutors in homes or hospital settings still remains ("Teachers-Special Education"). Within the school setting, special educators can take on different roles. Their role may include supporting the general education teacher in the regular education classroom or they may offer resources in a special education setting. The term “inclusion” is often used for special education services offered by supports and accommodations in a regular education classroom with grade level curriculum. “Pull out” services are often in a special education classroom in smaller group settings with academics adjusted to meet their needs. The duties of a special education teacher often combine these responsibilities by determining what will best meet the needs of students.

Today, under the provisions of IDEA many teachers must be prepared to help students at a variety of different levels including students with disabilities (14). More specifically the “Least Restrictive Environment,” provisions helps students with disabilities to receive time in general education classrooms with their peers (14). To learn more about this provision, special education in general, and to gain the perspective of a general education teacher working with children receiving special education, I spoke with a general education working at an inclusive school (22).

Within the past decades and a big discussion has occurred regarding the most appropriate setting within which to provide education for students in special education. Although the change in the educational environment is significant for handicapped student the concepts of inclusion also bring up new issues for the regular education classroom teachers.

Collaboration in the world of education has become an increasingly popular method of addressing a variety of school issues, such as curriculum design, behavioral plans, professional development and management of resources. One of the areas in which collaboration is becoming more popular is co-teaching in special education, where special education teachers and general education teachers share the planning and instruction responsibilities for inclusion classrooms (Friend & Cook, 2010). As academic standards for the education of students with disabilities are held to the same standards as their typical peers due to the No Child Left Behind Act and the Individuals with Disabilities Education Act, the co-teaching model has been increasingly

Many children have had learning disabilities for many years. Each year more and more of these children are being helped. Schools are working to improve their special education programs and to have all kinds of students work together in the same classroom. The practice of inclusion was started because educators felt that special needs students would achieve more in traditional classrooms with non-learning disabled students than they would in special education classes. However, research findings suggest that there really is no difference in academic achievement levels for special needs students when they are placed in regular classrooms.

Separate special education provides no guarantee of success for children who need special attention. Students with special needs may fail to conform to the expectations of school and society, (Carter, Lewis, & Wheeler 2017) Inclusion may present issues for teachers that do not possess the skills to make it work. Teachers must collaborate with a team of professional to plan and implement instruction for students in an inclusive environment. Students without disabilities could begin to see the students with disabilities as a distraction in the class depending on the needs of the student with disabilities.

Over the past twenty years, there has been a strong movement within schools around the United States to integrate students with disabilities in to general education classrooms. Schools have been making more efforts to increase educational opportunities for students with disabilities, and while there are many benefits to inclusion, there are also many challenges. Inclusion of special education students in a regular education classroom continues to be the center of debate amongst administrators and teachers. Everyone has their own ideas and attitudes towards inclusion, and research studies have revealed that there are many things that contribute to those positive or negative attitudes.