Teaching Students With Special Education Needs Essay

Inclusion in education is an approach to educating students with special needs. Under the inclusion model, students with special needs spend most or all of their time with non-disabled students. Implementation of these practices varies.

Special education teachers no longer may identify themselves as teachers of just a specific category of students. Rather, they must identify themselves as teachers of all students and be willing to provide whatever support is needed to meet the varied needs of students. Likewise, students should not be identified as self-contained or resource, but as students needing specialized instruction and supports for specific skills/subject areas for specific amounts of time in either a special education setting or a general education setting.

Inclusion is a program that has been in effect for many years, yet has not become standard procedure in all public schools. The program ?inclusion as the name implies, means all students with disabilities, regardless of the nature or severity of the disability and need for special services, receive their total education within the regular education classroom? (Haller 167). Inclusion is an involved program that has taken time to establish in the most beneficial manner, however the Individuals with Disabilities Education Act (IDEA) has helped in the formation of the program (Haller 54). ?The Education of all Handicapped children Act mandated that all school-age children with disabilities receive a free appropriate education in the least restrictive environment? (Haller 54). This means that the education program would cease to pull children out of the classroom for resource instruction. The idea of the

Inclusion is the act of placing students with disabilities into the general education classroom. Students are given the tools, time, and resources necessary to actively participate in all aspects of the general education classroom. Inclusion is not just adding a student with disabilities into the classroom, but genuinely including them as valued members of the classroom. Inclusion is not an easy system to put into practice because it requires a great deal of teamwork and cooperation between teachers, administrators, and parents. Positive Inclusion programs closely supervise the social and academic progress to ensure the students are thriving. When inclusion is done correctly, the teacher finds a way to meet the student’s needs in a way that is natural and unobtrusive. The resources and supports in an inclusion classroom benefit all students, not just the students with disabilities.

Inclusion is the act of having students with disabilities and abled body students in the same classroom. In concept this has many benefits not only for the students but it also saves time and money for the school, however in practice I do not think inclusion works the way it was hoped to. Inclusion in theory will put light strain on the classroom because of safe guards such as helper teachers are in place to help out. In my experience these teachers are in the way most of the time when students are trying to learn, and students feel cheated when the special needs students are handed a supplemented test making the students feel bad. Lastly that the pros of inclusion in the classroom are set in perfect conditions with good teachers on both sides special education and general education, however most of the time that is not the case.

Inclusion can be defined as the act of being present at regular education classes with the support and services needed to successfully achieve educational goals. Inclusion in the scholastic environment benefits both the disabled student and the non-disabled student in obtaining better life skills. By including all students as much as possible in general or regular education classes all students can learn to work cooperatively, learn to work with different kinds of people, and learn how to help people in tasks. “As Stainback, Stainback, East, and Sapon-Shevin (1994) have noted, ‘...the goal of inclusion in schools is to create a world in which all people are knowledgeable about and supportive of all other

The inclusion movement consists of placing students with disabilities into general education classrooms and settings (Lesson 1: Presentation (Transcript)). Through this movement students with disabilities are given opportunities to spend time with peers that are not disabled in hopes that the social

Inclusion is formally defined as an approach wherein students with special educational needs spend most or all of their time with non-disabled student (Wikipedia). Which can be summed up as how a general education classroom will have students with disabilities either full time of eighty percent of the time. Ms. Smith’s definition of inclusion was that all diverse learners are supported in the classroom. She does not refer to it as for the children with or without disabilities but all the children. When asked more about inclusion Ms. Smith explains, “ you can meets the needs of all by using the needs of one.” Although, she does not formally have any disabled students in her classroom she uses

There are millions of children that are passing through the United States school system every day, not all children possess the same traits, and not all children can learn at the same rate, and do not perform at the same ability. The fact that all children learn differently and some have difficulties learning in general classrooms, special education was put into place to try and take care of these issues. Special education programs were put into place to help all students with disabilities. These children range from general disabilities to more complex and severe disabilities. There has been a revolution occurring in the past several years with education systems, and special education. There have now been several laws that have been

Students with disabilities are at a higher at-risk for dropping out of high school at a greater rate than typically developing peers (Pyle & Wexler, 2012). Students with identified disabilities are required to a free and appropriate public education (FAPE) according to law, and these students have unique needs that general education curriculum cannot meet on its own. However, there is abundant research that discusses various literacy interventions and strategies that can be effective. These interventions can be used in a school setting by any certified teacher (regular education or special education). This literature review will discuss some of the various reading and writing strategies as well as best practices for literacy in order to ensure students with disabilities are given the best chance for success. By providing timely interventions, monitoring progress, and analyzing data, it can be possible to increase achievement for those students with identified disabilities.

Inclusion in classrooms is defined as combining students with disabilities and students without disabilities together in an educational environment. It provides all students with a better sense of belonging. They will enable friendships and evolve feelings of being a member of a diverse community (Bronson, 1999). Inclusion benefits students without disabilities by developing a sense of helping others and respecting other diverse people. By this, the students will build up an appreciation that everyone has unique yet wonderful abilities and personalities (Bronson, 1999). This will enhance their communication skills later in life. Inclusive classrooms provide students with disabilities a better education

Inclusion began when The Individuals with Disabilities Act (IDEA), was passed in 1974. IDEA marked a turning point for the placement of children with special needs. This legislation stated that all school systems are required to receive federal funding to provide a free and appropriate education for all students regardless of how handicapped they are. The term inclusion does not actually appear in the text of IDEA. Instead, the law requires that children with special needs be educated to the maximum extent appropriate in the least restrictive environment. The IDEA says that the least restrictive environment is the regular education classroom. (Special Education, 2001) The IDEA requires the Individual Education Program (IEP) team to consider placement in the regular classroom in the beginning to determine if it is an appropriate placement for the child. The law specified different environments where special services could take place. The main goal was to place special education students in regular education classrooms for gains in academics and behavior for the children. (Singleton, n.d)

Inclusion in education is the act of including children with special needs into general education classes. Students learn side by side in the same classroom with the support of a team of professionals vested in the success of these

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

Inclusive education is concerned with the education and accommodation of ALL children in society, regardless of their physical, intellectual, social, or linguistic deficits. Inclusion should also include children from disadvantaged groups, of all races and cultures as well as the gifted and the disabled (UNESCO, 2003). Inclusion tries to reduce exclusion within the education system by tackling, responding to and meeting the different needs of all learners (Booth, 1996). It involves changing the education system so that it can accommodate the unique styles and way of learning of each learner and ensure that there is quality education for all through the use of proper resources, suitable curricula, appropriate