Inclusion is a Must
Throughout history, students with disabilities have not always been included into the public education system. Along with the public education system, students with disabilities have not been included into the general education classroom. Today, laws ensure that every student is to be integrated into the general education classroom in the least restrictive environment as much as possible. Including students with disabilities into the general education classroom enables all students for better learning opportunities and the highest amount of success and is a strategy that should be used by all teachers. Certain teachers may find that the least restrictive environment for a student with disabilities cannot be found in the general education classroom.
Students with disabilities learn best when they are in their least restrictive environment which can be defined as the place that does not limit their ability to receive the best education possible. The least restrictive environment can be defined as the student’s right to be educated in the setting most like the educational setting for peers without disabilities in which the student can be successful, with certain supports provided according to the article “Including Students with Special Needs” (Friend, Bursuck 3). In the field of education, it is essential that all students receive accommodations and modifications to make the best learning opportunities possible. Integrating students as much as possible into the general education classroom is one of the best ways for students with disabilities to learn. It is one of the most important aspects of a child’s education. A child’s education should be based on his or her abilities, not to be focused on their disabilities.
In 1975, the Education for All Handicapped Children Act was passed; it gave students with disabilities the opportunity to participate in the public school system. Throughout the years and after many revisions, the EAHCA is now named the Individuals with Disabilities Act 2004. According to an article from “Including Students with Special Needs”, IDEA 2004 guarantees that every student with a disability is given a free and equal education educated in the least restrictive environment, nondiscriminatory evaluation, due process and zero reject-child find (Friend, Bursuck 12). IDEA 2004 mandates that general and special education teachers collaborate together to include students with special needs into the general education classroom as much as possible. IDEA 2004 does not make the term inclusion a law; mainstreaming and the least restrictive environment are included into the IDEA regulations (Hall, 358).
As a general education teacher, it is important to focus on good teaching for each and every child in the classroom. In addition to the general education classroom, the special education classroom and other related services are to be added, but not to be separate to the curriculum in the general education classroom. General and special education teachers are most definitely responsible for making accommodations and modifications as well as providing special services to students with special needs.
Some educators may find that including students in the general education classroom is not teaching them in his or her least restrictive environment. Students with special needs may need to be placed in a special education classroom to fulfill achievement and success. Also, some teachers may find that even the special education classroom is not the least restrictive environment and may push to have certain students placed in settings outside of the public school. Settings outside of the public school can be places where children live there, and hospitals just associated for people with special needs. Stated by Kaufman, students can learn from each other in both a positive and negative way; for some students it can reflect positively on the student. On the other hand, some educators find that students do not consistently learn from peer models, and opportunities to apply new skills do not necessarily result in the acquisition of new skills (Kaufman, 31).
The definition of success can differ from educator to educator. For example, one teacher may feel a student is achieving successfully in the general education classroom, but according to another teacher’s standard, that same student is failing in the general education setting. Many professionals do not debate whether inclusion should be practiced but rather how it is practiced. Over the years, teachers have argued that inclusion neglects more pragmatic goals such as student achievement, and effective instruction and criticized the lack of clear definition and logical arguments (Kauffman, 30). Some teachers may argue how to specify whether a student with disabilities is needed to be placed in a special education classroom. The argument of how and where you draw the line becomes an issue when IDEA 2004 does not distinguish between the requirements.
Each and every teacher has the opportunity to decide what the least restrictive environment should consist of for all students. There are no laws that set boundaries as to what defines the least restrictive environment. According to an article from Timothy Heron, the guidelines are vague in defining what constitutes a least restrictive environment (Heron 115). Depending on the severity of the disability, each student achieves his or her maximum potential of success in different areas. It all is determined by what the students needs are. The students “team” collaborates together to figure out what that is. The least restrictive environment provides communication and a strong social status to students with disabilities to associate with students who do not have disabilities.
Every teacher has different philosophies and beliefs about how students are to be educated. One strategy for accommodating students with special needs in the general education classroom is to follow the INCLUDE strategy. As stated in the book “Including Student with Special Needs”, the INCLUDE stands for: Identifying environmental, curricular, and instructional classroom demands, Note student learning strengths and needs, Check for potential areas of student success, Look for potential problem areas, Use information gathered to brainstorm instructional adaptations, Evaluate student progress (Friend, Bursuck 148). Strategies such as this can be vital for a teacher who does not exactly believe in practicing including students with disabilities to the general education classroom. It is a guide for students with disabilities to achieve the highest level of achievement.
It is important to evaluate every students needs accordingly. The least restrictive environment varies from student to student. Every child has the right to a fair and free education; students with disabilities have the right to the same education as to students who do not have disabilities. Educators have the responsibility to find the least restrictive environment for everyone to guarantee success. Students often learn from each other and whether a student portrays a disability or not, it is essential that each student receive the same education. A student that does not have a disability can learn from a student who does, and vice versa. Every student is held accountable for his or her education which means providing certain accommodations and modifications for students with disabilities and with those accommodations and modifications, student success can be achieved in the general education classroom.
Wednesday, February 27, 2008
Thursday, February 21, 2008
Inclusion is a Must---Draft 3
Students with disabilities learn best when they are in their least restrictive environment which can be defined as the place that does not limit their ability to receive the best education possible. The least restrictive environment, LRE, can be defined as the student’s right to be educated in the setting most like the educational setting for peers without disabilities in which the student can be successful, with certain supports provided (Friend, Bursuck 3). In the field of education, it is essential that all students receive accommodations and modifications to make the best learning opportunities possible. Integrating students as much as possible into the general education classroom is one of the best ways for students with disabilities to learn. It is one of the most important aspects of a child’s education. A child’s education should be based on his or her abilities, not to be focused on their disabilities.
Tuesday, February 19, 2008
Draft 2
Throughout history, students with disabilities have not always been included into the public education system. Along with the public education system, students have not been included into the classroom. Today, laws mandate that every student is to be integrated into the general education classroom in the least restrictive environment as much as possible. Including students with disabilities into the general education classroom enables all students for better learning opportunities and the highest amount of success and is a strategy that should be used by all teachers. Certain teachers may find that the least restrictive environment for a student with disabilities cannot be found in the general education classroom.
In 1975, the Education for All Handicapped Children Act was passed; it gave students with disabilities the opportunity to participate in the public school system. Throughout the years and after many revisions, the EAHCA is now named the Individuals with Disabilities Act 2004. IDEA 2004 guarantees that every student with a disability is given a free and equal education. IDEA 2004 mandates that general and special education teachers include students with special needs into the general education classroom as much as possible.
Students with disabilities learn best when they are in their least restrictive environment which can be defined as the place that does not limit their ability to receive the best education possible. In the field of education, it is essential that all students receive accommodations and modifications to make the best learning opportunities possible. Integrating students as much as possible into the general education classroom as much as possible is one of the best ways for students with disabilities to learn. It is one of the most important aspects of a child’s education.
Some educators may find that including students in the general education classroom is not teaching them in their least restrictive environment. Students with special needs may need to be placed in a special education classroom to fulfill achievement and success in education. Also, some teachers may find that even the special education classroom is not the least restrictive environment and may push to have those students placed in settings outside of the public school setting. Each student learns differently and it is important to learn from each student to enable his or her learning and what is being taught.
Certain educators find the definition of success to vary between students and it is important to define success. For example, one teacher may feel a student is achieving success in the general education classroom, but according to another teacher’s standard, that same student is failing in the general education setting.
It is important to evaluate every students needs. Students often learn from each other and whether a student portrays a disability or not, it is essential that each student receive the same education. A student that does not have a disability can learn from a student who does, and vice versa. It is important that every student is held accountable for his or her education which means providing certain accommodations and modifications for students with disabilities. With accommodations and modifications, student success can be achieved in the general education classroom.
In 1975, the Education for All Handicapped Children Act was passed; it gave students with disabilities the opportunity to participate in the public school system. Throughout the years and after many revisions, the EAHCA is now named the Individuals with Disabilities Act 2004. IDEA 2004 guarantees that every student with a disability is given a free and equal education. IDEA 2004 mandates that general and special education teachers include students with special needs into the general education classroom as much as possible.
Students with disabilities learn best when they are in their least restrictive environment which can be defined as the place that does not limit their ability to receive the best education possible. In the field of education, it is essential that all students receive accommodations and modifications to make the best learning opportunities possible. Integrating students as much as possible into the general education classroom as much as possible is one of the best ways for students with disabilities to learn. It is one of the most important aspects of a child’s education.
Some educators may find that including students in the general education classroom is not teaching them in their least restrictive environment. Students with special needs may need to be placed in a special education classroom to fulfill achievement and success in education. Also, some teachers may find that even the special education classroom is not the least restrictive environment and may push to have those students placed in settings outside of the public school setting. Each student learns differently and it is important to learn from each student to enable his or her learning and what is being taught.
Certain educators find the definition of success to vary between students and it is important to define success. For example, one teacher may feel a student is achieving success in the general education classroom, but according to another teacher’s standard, that same student is failing in the general education setting.
It is important to evaluate every students needs. Students often learn from each other and whether a student portrays a disability or not, it is essential that each student receive the same education. A student that does not have a disability can learn from a student who does, and vice versa. It is important that every student is held accountable for his or her education which means providing certain accommodations and modifications for students with disabilities. With accommodations and modifications, student success can be achieved in the general education classroom.
Monday, February 11, 2008
500 Words
Megan Matthews
Mr. Block
Draft 1
February 11, 2008
Inclusion is a Must
Throughout history, students with disabilities have not always been included into the public education system. Along with the public education system, students have not been included into the classroom. Today, laws mandate that every student be integrated into the general education classroom with the least restrictive environment as much as possible. Including students with disabilities in the general education classroom enables all students better learning opportunities. Certain teachers may find that the least restrictive environment for a student with disabilities cannot be found in the general education classroom.
In 1975, the Education for All Handicapped Children Act was passed; it gave students with disabilities the opportunity to participate in the public school system. Throughout the years and after many revisions, the EAHCA is now named the Individuals with Disabilities Act 2004. IDEA 2004 guarantees that every student with a disability is given a free and equal education. IDEA 2004 mandates that general and special education teachers include students with special needs into the general education classroom as much as possible.
Students with disabilities learn best when they are in their least restrictive environment which can be defined as the place that does not limit their ability to receive the best education possible. In the field of education, it is essential that all students receive accommodations and modifications to make the best learning opportunities possible. Integrating students as much as possible into the general education classroom as much as possible is one of the best ways for students with disabilities to learn. It is one of the most important aspects of a child’s education.
Some educators may find that including students in the general education classroom is not teaching them in their least restrictive environment. Students with special needs may need to be placed in a special education classroom to fulfill achievement and success in education. Also, some teachers may find that even the special education classroom is not the least restrictive environment and may push to have those students placed in settings outside of the public school setting. Each student learns differently and it is important to learn from each student to enable his or her learning and what is being taught. Certain educators find the definition of success can vary between educators and it is important to define success. For example, one teacher may feel a student is achieving success in the general education classroom, but according to another teacher’s standard, that same student is failing in the general education setting.
It is important to evaluate every students needs. Students often learn from each other and whether a student portrays a disability or not, it is essential that each student receive the same education. A student that does not have a disability can learn from a student who does, and vice versa. It is important that every student is held accountable for his or her education which means providing certain accommodations and modifications for students with disabilities. With accommodations and modifications, student success can be achieved in the general education classroom.
Mr. Block
Draft 1
February 11, 2008
Inclusion is a Must
Throughout history, students with disabilities have not always been included into the public education system. Along with the public education system, students have not been included into the classroom. Today, laws mandate that every student be integrated into the general education classroom with the least restrictive environment as much as possible. Including students with disabilities in the general education classroom enables all students better learning opportunities. Certain teachers may find that the least restrictive environment for a student with disabilities cannot be found in the general education classroom.
In 1975, the Education for All Handicapped Children Act was passed; it gave students with disabilities the opportunity to participate in the public school system. Throughout the years and after many revisions, the EAHCA is now named the Individuals with Disabilities Act 2004. IDEA 2004 guarantees that every student with a disability is given a free and equal education. IDEA 2004 mandates that general and special education teachers include students with special needs into the general education classroom as much as possible.
Students with disabilities learn best when they are in their least restrictive environment which can be defined as the place that does not limit their ability to receive the best education possible. In the field of education, it is essential that all students receive accommodations and modifications to make the best learning opportunities possible. Integrating students as much as possible into the general education classroom as much as possible is one of the best ways for students with disabilities to learn. It is one of the most important aspects of a child’s education.
Some educators may find that including students in the general education classroom is not teaching them in their least restrictive environment. Students with special needs may need to be placed in a special education classroom to fulfill achievement and success in education. Also, some teachers may find that even the special education classroom is not the least restrictive environment and may push to have those students placed in settings outside of the public school setting. Each student learns differently and it is important to learn from each student to enable his or her learning and what is being taught. Certain educators find the definition of success can vary between educators and it is important to define success. For example, one teacher may feel a student is achieving success in the general education classroom, but according to another teacher’s standard, that same student is failing in the general education setting.
It is important to evaluate every students needs. Students often learn from each other and whether a student portrays a disability or not, it is essential that each student receive the same education. A student that does not have a disability can learn from a student who does, and vice versa. It is important that every student is held accountable for his or her education which means providing certain accommodations and modifications for students with disabilities. With accommodations and modifications, student success can be achieved in the general education classroom.
Tuesday, February 5, 2008
Draft 5
In the field of education, it is essential that all students’ needs are being met. Throughout history, students with special needs have not always been integrated into the public school system. Individuals with Disabilities Education Act collaborates special and general education teachers to include students with special needs into the general education classroom as much as possible. IDEA renamed the Education for All Handicapped Children Act previously amended in 1975. IDEA was reauthorized in 2004 to Individuals with Disabilities Education Improvement Act, today referred to as IDEA 2004. IDEA does not deny students with special needs to the same education as students without special needs and should be integrated into every school setting as much as possible and enable all students to be included in the least restrictive environment. All students have the right to a free and equal education. Certain teachers can find the IDEA 2004 and inclusion unnecessary because some believe that students do not learn the best in general education classrooms.
I agree with every aspect of IDEA because I feel it gives students with disabilities the best possible education. I like the fact that IDEA enables students with special needs the chance to participate in the general education classroom. I believe strongly in inclusion for students with disabilities which means placing children with disabilities in the general education classroom as much as possible. I find it to be one of the most important aspects for children with disabilities and his or her education.
Including students with special needs in the general education classroom gives them a chance to interact with his or her classmates. Also, it gives students without special needs the opportunity to work together with those students with special needs. IDEA guarantee’s that every student with disabilities have his or her IEP, Individualized Education Program written to define his or her goals throughout the school year that both teachers, parents and other professionals will be exhibiting. As a future educator, I find it important to work together with other school professionals to enhance my career and enhance the lives of my students. Whether working as a general education classroom teacher or a special educator, it is important to understand the needs of every student. Some students that have special needs may not work the best in the regular classroom so it is important to find out what works best and the best communication as possible with other professionals and family members. Special education teachers also need to work with general education teachers to collaborate thoughts and ideas for each student that has special needs. I have worked with IEP’s before; I find it extremely necessary that students interact with their peers as much as possible. IEP’s are essential to student success and they outline what is going to be covered throughout the entire year. Some IEP’s even include some summer activities.
On the other hand, some educators find inclusion to neglect student achievement and effective instruction because some students are not able to learn his or her best in the general education classroom. Arguments formed with a negative point of view towards inclusion argue that there is a lack of clear definition as to include students with disabilities in the general education classroom to fulfill success. Some educators find that students with disabilities form behaviors because his or her needs are not met and the student is unable to communicate their needs. In a recent interview I had with a former teacher of mine, I asked her how the school she teachers at incorporates students with special needs through IDEA. A certain response that I found troubling was that some teachers in the district, who were indeed of the higher age, were unaware of even what IDEA was. I find it hard that the teachers who are unaware of the act are fully educating students with disabilities.
I find it extremely necessary that students with disabilities are held accountable for their education and are provided the proper accommodations and modifications to make their education a success rather than a failure. Students can learn from each other in both a positive and negative way and I feel when students with disabilities are associated with their peers they get a sense of fulfillment by becoming successful in the classroom. Also, I feel that all students’ success is the most important aspect of my job and if a student with disabilities is not receiving proper education in the general classroom setting, proper adjustments such as placement in a special education room need to be determined.
One way to determine student achievement in the classroom is testing and assessments. IDEA 2004 mandates that all students with disabilities are given the same state and local standardized assessments. Because of their disability, students cannot be discriminated against by given a different test. Students with disabilities have the same rights as do students without disabilities. Certain accommodations and modifications can be made so each student can participate in the standardized tests.
Some questions that arise with students with disabilities is what happens after they graduate from high school? A students IEP only ensures a stable plan until graduation, IDEA 2004 initiates that transition plans are put into place for successful transition from school to post-school life. It also extends services to students as young as three years of age to prepare young children with disabilities to start elementary school. Also, assistance is available for students from birth to three.
I feel that including students in the general education classroom with certain accommodations and modifications to fulfill student success in the classroom. IDEA 2004 mandates by law that all students’ needs are met. IDEA does not deny students with special needs to the same education as students without special needs and should be integrated into every school setting as much as possible and enable all students to be included in the least restrictive environment. As a future educator in the special education department, I find it most necessary that students with disabilities are given the same opportunities as students who do not display disabilities.
I agree with every aspect of IDEA because I feel it gives students with disabilities the best possible education. I like the fact that IDEA enables students with special needs the chance to participate in the general education classroom. I believe strongly in inclusion for students with disabilities which means placing children with disabilities in the general education classroom as much as possible. I find it to be one of the most important aspects for children with disabilities and his or her education.
Including students with special needs in the general education classroom gives them a chance to interact with his or her classmates. Also, it gives students without special needs the opportunity to work together with those students with special needs. IDEA guarantee’s that every student with disabilities have his or her IEP, Individualized Education Program written to define his or her goals throughout the school year that both teachers, parents and other professionals will be exhibiting. As a future educator, I find it important to work together with other school professionals to enhance my career and enhance the lives of my students. Whether working as a general education classroom teacher or a special educator, it is important to understand the needs of every student. Some students that have special needs may not work the best in the regular classroom so it is important to find out what works best and the best communication as possible with other professionals and family members. Special education teachers also need to work with general education teachers to collaborate thoughts and ideas for each student that has special needs. I have worked with IEP’s before; I find it extremely necessary that students interact with their peers as much as possible. IEP’s are essential to student success and they outline what is going to be covered throughout the entire year. Some IEP’s even include some summer activities.
On the other hand, some educators find inclusion to neglect student achievement and effective instruction because some students are not able to learn his or her best in the general education classroom. Arguments formed with a negative point of view towards inclusion argue that there is a lack of clear definition as to include students with disabilities in the general education classroom to fulfill success. Some educators find that students with disabilities form behaviors because his or her needs are not met and the student is unable to communicate their needs. In a recent interview I had with a former teacher of mine, I asked her how the school she teachers at incorporates students with special needs through IDEA. A certain response that I found troubling was that some teachers in the district, who were indeed of the higher age, were unaware of even what IDEA was. I find it hard that the teachers who are unaware of the act are fully educating students with disabilities.
I find it extremely necessary that students with disabilities are held accountable for their education and are provided the proper accommodations and modifications to make their education a success rather than a failure. Students can learn from each other in both a positive and negative way and I feel when students with disabilities are associated with their peers they get a sense of fulfillment by becoming successful in the classroom. Also, I feel that all students’ success is the most important aspect of my job and if a student with disabilities is not receiving proper education in the general classroom setting, proper adjustments such as placement in a special education room need to be determined.
One way to determine student achievement in the classroom is testing and assessments. IDEA 2004 mandates that all students with disabilities are given the same state and local standardized assessments. Because of their disability, students cannot be discriminated against by given a different test. Students with disabilities have the same rights as do students without disabilities. Certain accommodations and modifications can be made so each student can participate in the standardized tests.
Some questions that arise with students with disabilities is what happens after they graduate from high school? A students IEP only ensures a stable plan until graduation, IDEA 2004 initiates that transition plans are put into place for successful transition from school to post-school life. It also extends services to students as young as three years of age to prepare young children with disabilities to start elementary school. Also, assistance is available for students from birth to three.
I feel that including students in the general education classroom with certain accommodations and modifications to fulfill student success in the classroom. IDEA 2004 mandates by law that all students’ needs are met. IDEA does not deny students with special needs to the same education as students without special needs and should be integrated into every school setting as much as possible and enable all students to be included in the least restrictive environment. As a future educator in the special education department, I find it most necessary that students with disabilities are given the same opportunities as students who do not display disabilities.
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