logging in or signing up Special Education Inclusion jennifermarvin Download Post to : URL : Related Presentations : Let's Connect Share Add to Flag Embed Email Send to Blogs and Networks Add to Channel Copy embed code: Embed: Flash iPad Dynamic Copy Does not support media & animations Automatically changes to Flash or non-Flash embed WordPress Embed Customize Embed URL: Copy Thumbnail: Copy The presentation is successfully added In Your Favorites. Views: 517 Category: Education License: All Rights Reserved Like it (0) Dislike it (0) Added: February 15, 2012 This Presentation is Public Favorites: 0 Presentation Description If you watch this presentation please leave a comment letting me know why you watched and who lead you to this presentation. Thank you. Comments Posting comment... Premium member Presentation Transcript Special Education Inclusion: Special Education Inclusion A controversy in educationOberti Test: Oberti Test Was reasonable efforts made to accommodate the child in the regular classroom? Compare the educational benefits in the regular classroom to the educational benefits in the special education classroom Consider the effect the inclusion of the child with disabilities might have on the education of other children in the regular classroomDefinitions related to Inclusion: Definitions related to Inclusion Mainstreaming – the selective placement of special education students in one or more regular education classes. Proponents of mainstreaming generally assume that a student must “earn” this opportunity by demonstrating an ability to “keep up” with the work assigned by the regular classroom teacher. Inclusion – the term which expresses commitment to educate each child, to the maximum extent appropriate, in the regular school and classroom he or she would otherwise attend. It involves bringing the support services to the child (either to the school or to the classroom). It requires only that the child will benefit from being in the class. Full Inclusion – a philosophy that all students, regardless of severity of disability will be educated in the regular classroom full time. All services must be taken to the child in that setting.Does Federal law require inclusion? : Does Federal law require inclusion? The law requires that children with disabilities be educated in the “least restrictive environment” to meet their “unique needs.” IDEA views that the “least restrictive environment” analysis should begin with placement to the regular education classroom.The Role of the IEP: The Role of the IEP The IEP is developed first based on the unique needs of the child IDEA requires the IEP team to consider placement in the regular education classroom as the starting point in determining the appropriate placement If the regular classroom is not appropriate to meet the child’s needs, the IEP team must include an explanation in the IEP as to why the regular education classroom is not appropriate. The IEP team must then consider the next least restrictive environment.Unanswered Questions: Unanswered Questions How important is potential academic growth in making placement decisions? How important is potential social growth in making placement decisions? What are the rights of the other children in the classroom?Fundamental Conditions of IDEA: Fundamental Conditions of IDEA A free an appropriate education 1 An individualized education program for each student 2 An education in the least restrictive environment 3 1 20 U.S.C. §1412(a)(1)(2000) 2 Id . at §1414(d) 3 Id . at §1712The Inclusion Debate: The Inclusion Debate Full Inclusion Advocates students with disabilities should rarely, if ever, be educated outside the regular classroom. Support for full inclusion uses moral, emotional and ethical arguments to promote the education of all students in the general education classroom. The focus is less on the individual student and more on the ideas of freedom, equity and community. Critics of Inclusion The least restrictive environment was never meant to be a particular setting, but a continuum of placements. The specialness of special education with its emphasis on individualized planning decreases in inclusive settings. Critics refute many of the claims of full inclusionists.PowerPoint Presentation: Making Inclusion Work Maximize student ownership and feeling of community membership for all students Employ adaptive curriculum designed using the principles of universal design Maximize planning between teachers, special education and support services Develop structured classroom management practices and teaching strategies. Staff development must be made available as part of every teacher and paraprofessional workday with emphasis on higher-order thinking, interdisciplinary teaching and life-centered curricula. Work toward unifying the special education and regular education systems. Ensure that sufficient licensed practitioners are employed to address the social, emotional and cognitive needs of all students. In inclusive settings, reduce class size and/or increased numbers of teachers in the classroom as necessary.PowerPoint Presentation: References Gordon, S. (2006) Making sense of the inclusion debate under IDEA. Brigham Young University Education & Law Journal , 1,189-225 Karger , J. ((2004) Post IDEA ‘97 case law and administrative decisions: Access to the general curriculum. National Center on Accessing The General Curriculum Retrieved from http:// aim.cast.org/learn/historyarchive/backgroundpapers/post_idea97 Najjar , J.F.(2006) Is inclusion missing the whole IDEA? Education Law Consortium Retrieved from http :// www.educationlawconsortium.org/forum/journal06.htm Law References Individual with Disabilities Education Act, 20 U.S. C. §§1400 et. s eq ; §§300 et seq. The End You do not have the permission to view this presentation. In order to view it, please contact the author of the presentation.