Inclusion Special Ed

Inclusion Special Ed
Inclusive education means that all students in a school, despite their strengths or weaknesses in any area, become part of the school community. They are included in the feeling of belonging among other students, teachers, and support staff. The federal Individuals with Disabilities Education Act (idea) and its 1997 amendments make it clear that schools have a duty to educate children with disabilities in general education classrooms. These federal regulations include rulings that guide the regulation. The idea requires that children with disabilities be educated in regular education classrooms unless ?the nature and severity of the disability is such that education in the regular classes with the use of supplementary aids and services cannot be achieved satisfactorily.? This means that schools have a duty to try to include students with disabilities in the regular general education classes. Inclusion, however, does not mean that the special needs child must learn everything and do as well as the other children in the classroom. Their grading is based how well they are learning in relation to their individual education plan set up by the Child Study Team. The following charts gives examples of some adaptations that may be made, just to give a general idea of how the inclusion policy can be fair to all students:
Nine Types of Adaptations

Size Time Level of Support

Adapt the number of items that the learner is expected to learn or complete.For example: Reduce the number of social studies terms a learner must learn at any one times.
Adapt the time allotted and allowed for learning, task completion, or testing.For example:Individualize a timeline for completing a task; pace learning differently (increase or decrease) for some learners. Increase the amount of personal assistance with a specific learner.For example:Assign peer buddies, teaching assistants, peer tutors, or cross-age tutors.

Input Difficulty Output

Adapt the way instruction is delivered to the learner.For example:Use different visual aids, plan more concrete examples, provide hands-on activities, place students in cooperative groups. Adapt the skill level, problem type, or the rules on how the learner may approach the work.For example:Allow the use of a calculator to figure math problem; simplify task directions; change rules to accommodate learner needs. Adapt how the student can respond to instruction.For example:Instead of answering questions in writing, allow a verbal response, use a communication book for some students, allow students to show knowledge with hands-on materials.
Participation Alternate Substitute Curriculum

Adapt the extent to which a learner is actively involved in the task.For example:In geography, have a student hold the globe, while others point out locations.Adapt the goals or outcome expectations while using the same materials.For example:In social studies, expect a student to be able to locate just the states while others learn to locate capitals as well. General educators can generate learning supports for students to provide enough assistance to help the learner but not too much support to promote learned helplessness by following these guidelines:
1.Identify the subskill that is difficult for the youngster.
2.Based on direct observations, speculate why the student is having difficulty.
3.Identify competing stimuli or alternative choices that are confusing the youngster and interfering with the correct response.
4.Generate viable supports to help the student provide the correct response.
5.Gradually fade out the supports so the youngster no longer depends on it to guide and direct his/her response.

When special needs children are included in regular classrooms, they have a better chance to formulate relationships with their peers in school, and therefore after school. There are some severe disabilities that total inclusion would probably not be the best answer to, such as severe autism or retardation. However, even very mentally impaired children can gain a sense of community and be enriched through peer interaction on a part-time basis, such as sharing physical education, music or art classes with their non-disabled peers.

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