School Inclusion and Multicultural Issues in Special Ed.

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School Inclusion and Multicultural Issues in Special Education:

School Inclusion and Multicultural Issues in Special Education

The Special Education Mandate to Educate All Children :

The Special Education Mandate to Educate All Children Before Public Law 94-142, 1975 excluded from public school system no obligations that schools adapt curricula and instruction Individuals with Disabilities Education Act (IDEA) requires that all children, regardless of the severity or extent of their disability, be provided with a free and appropriate education due process protections

The Special Education Mandate to Educate All Children:

The Special Education Mandate to Educate All Children Special education terms: educably mentally retarded (EMR) educationally handicapped (EH) learning disabled (LD) serious emotional disturbance (SED) Special Education as Segregation from the Mainstream compulsory education original function of special education apart from the mainstream used to achieve socially acceptable racial segregation

The Special Education Mandate to Educate All Children:

The Special Education Mandate to Educate All Children Special Education as Racial Discrimination population of students labeled EMR second generation discrimination ethnic minorities are disproportionately represented Eliminating Racial Bias in Educational Practice future classroom and school education system that no longer discriminates

Parent Participation and Multicultural Special Education:

Parent Participation and Multicultural Special Education Importance of parental involvement crucial for children with disabilities for two reasons: students with disabilities are more vulnerable historical fact that students with significant disabilities were excluded from schools for children of color, parental involvement becomes even more crucial given the overrepresentation of the children in special education services

Parent Participation and Multicultural Special Education:

Parent Participation and Multicultural Special Education The Structure of Parent Participation in the Context of Special Education IDEA - due process requirement for a parent-professional “partnership” difficulties in implementing this model Improving Practices in Supporting Parent Participation trust between parents and professionals structure and composition of the group meeting

Quality Inclusive Schooling: Building School Communities:

Quality Inclusive Schooling: Building School Communities Delivering Special Education within the context of General Education Classrooms must support the diversity of students by responding to each of their identities Inclusive classroom communities must also model social and academic interactions between and among children and adults Inclusive Classroom, Inclusive Pedagogy full range of students

Quality Inclusive Schooling: Building School Communities:

Quality Inclusive Schooling: Building School Communities Level 4: The Social Action Approach Students make decision on important social issues and take action to help solve them Level 3: The Transformation Approach The structure of the curriculum is changes to enable students to view concepts, issues, events and themes from the perspectives of diverse ethnic and cultural groups. Level 2: The Additive Approach Content, concepts, themes, and perspectives are added to the curriculum without changing its structure. Level 1: The Contributions Approach Focuses on heroes, holidays, and discreet culture elements. Levels of Integration of Multicultural Content

Quality Inclusive Schooling: Building School Communities:

Quality Inclusive Schooling: Building School Communities Inclusive Pedagogy described as a set of teaching practices and structures that acknowledge student differences are responsive to that diversity cooperative learning and other strategies Inclusive School Support and Teacher Education delivery of special education services quality inclusive schooling entails significant reform not only for the compulsory sector of schooling, but for higher education and the preparation of profession educators as well

Diversity and Caring Communities: Outcomes for the Social Good:

Diversity and Caring Communities: Outcomes for the Social Good Unintended but negative side effects: Belief: general education classroom are homogeneous current dual system of general and special education result will be an increasing cycle of referrals Efforts to reduce class size and restrict general education current system of special education Children with and without disabilities segregation causes children to lose social context

Diversity and Caring Communities: Outcomes for the Social Good:

Diversity and Caring Communities: Outcomes for the Social Good Learning to accept individual differences and to celebrate diversity as an enriching experience are broad principles consistent with democratic values and the creation of caring schools that support children’s growth and development Teachers must model caring throughout the teaching and interactions with students.

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