Problems with Self-Contained Classrooms for Disabled Students

According to the Individuals with Disabilities Education Act (IDEA) an Individualized Education Program (IEP), address the following 7 steps about the student. The first step begins with a statement of the student’s present level of academic achievement and functional performance (PLAAFP). This is a summary of the student's present levels of academic achievement and functional performance, including (a) how the disability affects the student's involvement and progress in the general education curriculum; and (b) for students who

the Individuals with Disabilities Education Act (IDEA), 20 U.S.C. § 1400 et seq., and the

In this case, a self-contained program or special school may be considered. Some individuals believe that inclusion settings may leave teachers with lacking resources, training and other supports necessary to teach students with disabilities in their classrooms. Tornillo 1994, believes that a student with extensive needs placed in an inclusion setting are not getting appropriate, specialized attention and care, and the regular students’ education is disrupted constantly. Tornillo 1994, also argues that teachers are required to direct excessive attention to a few students, thereby decreasing the amount of time and energy dissected towards the rest of the class. Therefore, the mandates for greater academic accountability and achievement are unable to be met. Mauro 2009 indicates placement in a self-contained classroom or special school means that the child would be removed from the general school population for all academic subjects to work in a controlled setting with a specialized teacher. Students in self-contained programs or special schools may be working at all different levels, with different textbooks, and different curricula. Self-contained classes and special schools offer structure, routine, and appropriate expectations according to Mauro 2009. Additionally, full inclusive models do not account for students who are unable to learn from a typical model of instruction. For example, a Deaf student who is unable to lip-read would require a full time interpreter and

After having the act passed, Self-Containment became widely popular. Self- Containment class includes students with special needs, allowing then to be around other students that may have a similar disabilities. Therefor making it easier for the students to relate and create a bond with the others. The students will not feel as though they are less than or are not able to keep up with the class because they all. They also have academic advantages such as w students may be able to make friendships easier because they again can relate to each other. There may be self-contained classes that will still be using a general education curriculum, however they would be taught in a smaller class setting and at a slower pace. This would enable the student to still learn the same material; however they would have more attention from the teacher, small groups with the students and the lesson would be taught at a slower pace.

There are many problems with today’s education, but one of the main problems would be the topic of inclusion vs. self-contained classroom. Many people have different opinions on this topic. For instance, some believe that disabled children should be separated from non-disabled children in classrooms, while others believe they should not be separated. There are many advantages and disadvantages to both sides of this situation. The views of both of these choices are completely opposite. On one side something may have a positive outcome, but on the other side, it may result in a negative outcome. Choosing which one has more positive outcomes for students is not the easiest choice, but it is a choice that has to be made in order for students

Special education students are delayed in there learning process. To resolve the gap in learning abilities Individual with Disabilities Education Act (IDEA) obliges by law that all public schools to create an Individualized Education Program (IEP) for every child that receives special educational services. IDEA inspires to create an effective relationship amongst the parents and school that boost an educational team with the goals of providing the student with proper services (Mueller, 2009). In Each IEP meeting it involves the IEP team, IEP sections that addresses the student with disabilities educational progress.

The Individuals with Disabilities Education Act (IDEA) is an important law that was passed, which advocates for the needs of disabled children. Federal funding is given to the schools to meet the needs of students with disabilities. Each state works with the federal government to provide this service. It is the states responsibility to follow the laws and find appropriate placement for these children. (US Department of Education, 2007) These students go through a process called appropriate placement by going through a series of referrals, evaluations, and classifications to see which category they fall under. These students may suffer with learning disabilities, attention deficit hyperactivity disorder, emotional disorders, cognitive challenges, autism, hearing impairment, visual impairment, speech or language impairment, and developmental delay. Once they find the category then the Child Study Team (CST) made up of a school psychologist, social worker, and a learning disabilities teacher consultant will decide if the student needs an Individualized Education Program (IEP). Then the consultant will decide if the student needs an Individualized Education Program (IEP). This program is offered to students struggling in school allowing them to be taught a different way in the school system. If the student needs an IEP the multidisciplinary committee will meet. The

Research shows that the Individuals with Disabilities Education Act Amendments of 1997 shifted the focus of IDEA to improve teaching and learning by emphasizing the individual educational plan as a primary tool for educational planning. This increased the role of parents in educational decision- making. Part B of this law provided resources and services for children ages 3 through 5 with developmental delays or those with an identified disability. Part C of IDEA authorizes financial assistance to support the needs of infants and toddlers with disabilities and the needs of their families. Agencies are to provide comprehensive early intervention services that focus on

The following is an exhaustive review of the literature relevant to the proposed research study surrounding the Long Term Effects of Separate Classrooms for Special Needs Students. The researcher will orient the reader with the background of the federal legislation relevant to special education, followed by providing a focus on federal mandates

According to Heward, (2009), IDEA required each student with disabilities be educated in the least restrictive environment (LRE), which is when the severity of a child disability endure them from an education in a regular classroom, even with the use of supplementary aids and services. A LRE setting is comparable to a regular classroom and meets a child educational needs, but a LRE for a child with a disability might not be a good fit for another child with a disability. Some educators and parents believe any place, not within a regular classroom can be restrictive, but they understand that placing a child that can’t function in a regular classroom would be inappropriate. Therefore, the three consideration that would be essential to deciding

The idea of children with disabilities, whether they be mild or severe has been a very controversial and misunderstood topic. In the past inclusion has brought about huge changes for not only the students, but also the parents and families of these children, and staff at schools. Teachers and education professionals were the first to really feel the wrath and intimidation of this dramatic shift in education. There were several different factors that were coming about that made it very difficult for schools and teachers, the unorganized mandates were strict and didn’t allow much time for change. “President Gerald Ford signed the Education for All Handicapped Children Act (EAHCA) into law in 1975. Since the original passage of the EAHCA, the law has been amended four times and renamed the Individuals with Disabilities Education Act (IDEA)” (Conroy, Yell, Katsiyannis, & Collins, 2010, para.1).

A self-contained classroom is the instructional setting for special-education students who have substantial disabilities and for whom placement in a less-restrictive setting (the regular classroom) has not been appropriate. Some of the advantages for your son of being in a self-contained classroom next year are:

An inclusion classroom is a classroom or mainstream placement, that is where the student is in a regular classroom with everyone else in his grade and age. In that type of classroom there tends to be a special education teacher, the teacher tends to help with the teaching and helping with the curriculum and make adaptations to help the student with special needs. A Resource room is normally for kids with intensive help to keep them on the same pace as the grade level kids, Here the special education teacher works with a small group of students, the teacher uses special techniques that will help them work efficiently. A resource room is used to that the students have an idea of what it is like to be in a classroom with other students but also to be able to have the help that they need when they need it. A self-contained classroom is where your child or the student is removed from the other students and the class for all their classes. The student than is placed in a small room for the entire day. The special education teacher now spends most of the time with the student. The student may work with different textbooks and may also have a different curriculum. An out-of-district placement is usually where the student goes to school outside of the neighborhood or away from the school, he or she is placed in a specialized school designed to help with the special needs of the student. These types of schools are build to benefit the student with providing the highest degree of structure routine and consistency throughout the school. Depending of the needs of the students is where they are placed, it is usually for their benefit ("What Type of Special Education Placement Should Your Child

The Individuals with Disabilities Education Act (IDEA) requires, by law, that all students with disabilities be educated in their Least Restrictive

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