Full Inclusion

Interviewing the special education supervisor has made me aware of how important my role is as a regular education teacher to special students who need additional support in my classroom. The goal of the teacher is to ensure that the IEP is followed to ensure the academic success of all students. IEP stands for Individual Education Plan and the plan is usually developed when students have several deficiencies in certain key subject areas such as: reading comprehension, basic reading, reading fluency, written expressions, math calculation, and math reasoning. Students are referred to the special education department usually in elementary school, additionally; according to the high school special education supervisor there are very few referrals

In the 3rd step plan the implementation is when educators will monitor and provide feedback to ensure the intervention is delivers properly. And step 4 is to evaluate the problem, consultant and teacher will evaluate the responsiveness to the intervention and modify if needed. These steps result in a great intervention program that is precise to see desired results in the RTI. With intervention trial and error is how real results are achieved. In previous years before interventions and RTI’s were placed in schools, too many children were sent for learning disabilities or special education showing teachers inability or unwillingness to teach sand accommodate academic diversity ( Reynolds, 1987). The article states how teachers can generally implement learning strategies until the student gets it and if after interventions and RTi’s measure the responsiveness as not responsive the child can be placed in special education to receive IEP’s to adjust to their learning disability.

In “The Yellow Wallpaper,” Charlotte Perkins Gilman presents an unnamed woman who gradually spirals into a state of mental psychosis. Gilman sought to bring attention to the unfair treatment of women in the nineteenth century. She uses this story to reveal to the audience that the narrator’s insanity stems from her isolation from society, and her inability to be expressive and creative through writing.

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.

The plaque of major depression (MD) is wide spread and an ever increasing one. The age of diagnosis is steadily decreasing. This raises the question: do psychologists diagnose this disorder too frequently; is it a means to an end when no problem really exists? Or is there a clinical rise in prevalence as a result of genetic, physiological, social, stress, psychosocial or any other factor that may contribute to the manifestation of MD.

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.

In my opinion the education departments are not doing enough to encourage schools and explain to the teachers the benefits of inclusion to both the children with disabilities and the rest of the students (Ashman & Elkins, 2009). Children are our future and it is important that through inclusion they learn to understand that differences make us who we are. I think it also further teachers the message to booth the children and the rest of the community that of social justice which says just because your different doesn’t mean you don’t deserve fair treatment (Ashman & Elkins, 2009).

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.

A totalitarianism is a dictatorship that exercises unprecedented control over the masses and seeks to mobilize them for action. Living under totalitarian means that the government controls people while they are stripped of their freedom. Life in a society without freedom is painful and unbearable. To top it off, a government controlled society without freedom is even worse. With the government controlling all of the systems in a society basically means that the citizens are constantly being watched 24/7 and needs permission for every actions they take. Otherwise, they would be arrested, exiled or even put to death.

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.

The focus on inclusion has risen up the political and statutory agenda, to such an extent that there is widespread evidence of

Effective instruction for students with EBD requires consistency in delivering, monitoring, and adapting instruction beyond what is often feasible in a regular classroom. Because of these challenges, it is understandable that when working with students with EBD in general education settings, teachers rarely modify their instruction (Gunter, Kenton- Denny, & Venn, 2000; Landrum et al., 2003; Levy & Chard, 2001). The purpose of the present article is to present teachers with a repertoire of evidence-based strategies that

According to the Individuals with Disabilities Education Act, students with disabilities should be placed in a “least restrictive environment.” One of the main ideas of this act was to improve the learning experiences of students with disabilities by giving them learning opportunities outside of a special education classroom. The number of students with disabilities being placed in their general education classrooms is increasing more and more each year. The U.S Department of Education’s 27th annual report to Congress on the implementation of The Individuals with Disabilities Education Act (2005) indicates that the number of students with disabilities in general education classrooms has risen to almost 50 percent. This is about a 17 percent increase from the 1997 U.S

The key to any successful school district is the administration. Teachers essentially provide structure, organization, and the background of a child’s future. To educate students with learning disabilities, it is essential that the staff has the training and resources needed for the appropriate people, place, and time (Lazarus) (What is Inclusion, 2001, n.p). It is unrealistic to expect that regular education teachers will always be aware of the latest research or be able to readily adapt the school's

Orr (2009) conducted interviews with special education teachers and the attitudes they have seen in their schools since inclusion was implemented in their schools. Orr (2009) chose fifteen teachers, which included fourteen female and one male teacher who agreed to participate in the study so it was a purposive criterion sample. Twelve of the fifteen teachers taught in a suburban area, two in a rural area, and one in an urban area; but they varied in the age they taught and school. Seven of the fifteen teachers taught in a self-contained classroom while the remaining eight taught in a resource room, where they only saw a student for less than an hour or two a day. Another pattern that showed was that many teachers found that they did not receive any classes that focused on differentiation or inclusion while completing their undergraduate work (Orr 2009). These results are important when considering the implementation of inclusion because it may mean that there is a need to reteach teachers. It is important to consider professional development classes district-wide before implementing inclusion in the classroom.