Inclusion

1. What is “least restrictive environment (LRE)”? How is inclusion different from mainstreaming? The least restrictive environment is placing a child with disability in a classroom that has other children without disabilities. Mainstreaming is when a child with disability is in a regular classroom, but then transfers to a special classroom to accommodate their disabilities. Inclusion however, allows the child to be in a regular classroom for the whole day. 2. Define the term special education

Can depression be a possible answer why children do better in inclusion classrooms? Carol White-Strawderman and Billy Watson conducted a study using the Children’s Depression Inventory (CDI) of six elementary students, that the school labeled as learning disabled (White-Strawderman & Watson, 1992). This survey showed that younger children were actually more affected than the older ones. This could because younger children are trying to establish themselves into a group. When they are not around

best suits their instructional needs. Magiera and Zigmond (2005) point out that the student-teacher ratio is lower, which leads to more positive behavior management as well as two professionals supporting one another. Additionally, this method of inclusion often allows teachers to learn from each other in an environment that is most often highly beneficial for all students (p.79). Researchers reported that students taught in co-taught classrooms had positive gains in comparison to students in other

In the United States, one person is born every eight seconds and one dies every eleven seconds (“U.S. and”) causing there to be a net growth of one individual every fifteen seconds (“U.S. and”). Consequently, as the population continues to exponentially grow, the number of American students in public and secondary schools has increased from “50.6 million enrolled in fall 2016” to “about 50.7 million” in fall 2017 (“Fast Facts”). On a global scale, the world population has reached almost 7.5 billion

School Ethos Developing an inclusive school ethos is crucial if inclusion is to be understood (Booth & Ainscow, 2002). Within my own setting, we have worked hard to challenge prejudice and discrimination against children with disabilities and special educational needs. Again, like other schools, we still have more to do as we are far from perfect. In all that we say and do, we make a strong case for inclusion, and we try to go ‘the extra mile’ to provide education that is inclusive to all. Disability

dysfunction), showing the young that not all children can enjoy the same educational opportunities that they are provided in schools. This is due to a controversial topic among teachers and parents known as inclusion. It’s time we put an end to this separation and bring inclusive classrooms to all schools. Inclusion secures opportunities for students with disabilities to learn alongside their non-disabled peers in general education classrooms. Classrooms that establish a healthy inclusive environment benefits

successful implementation of inclusive education programmes regular classroom teachers’ positive attitudes and acceptance is very important. (McFarlane. & Wolfson, 2013; Ross-Hill, 2009). Furthermore teachers who hold negative attitudes towards inclusion incline to use less effective instructional strategies, which results in poor performance of students with special need included in regular education classrooms (Nutter, 2011). Previous studies have tried to establish what attitude teachers’ hold

demonstrated that the attitudes of typically developing students toward persons with disability become more positive as a result of the inclusion of children with disability (Maikowski & Podlesh, 2009; Siperstein, Norins, & Mohler, 2007). Despite the benefits, parents, teachers, and decision-makers are often worried by the possibility of negative effects of the inclusion of children with disability on the academic achievement of students without disability (Brackenreed, 2008; Peck, Carlson, & Helmstetter

social acceptance. Only when students are taught how to have an inclusive mindset can inclusion really be beneficial. Outline I. Introduction to Prejudice II. How Students Learn Prejudice a. Modeling b. Social Grouping III. Environmental Factors an Morals a. Home Development b. Morals IV. Benefits of Inclusion a. Special Needs Students Perspective b. Typical Student

opportunity to contribute their skills, experience and perspectives, companies are able to deliver the best innovative solutions to challenges and add value to their stakeholders. In recent times the term "inclusion" is replacing diversity, diversity refers to a group's demographic qualities, while inclusion involves the degree to which individuals feel a part of the organizational process and are therefore encouraged to