Stefanie GilmerCI 583 Section 2

Special Education Inclusion in the General

Education Classroom

a legal, moral, ethical, and civil right.”

But, does it work?

“Inclusion is…

More often than not, schools are leaning towards full inclusion in the classroom—there are pro’s and con’s.Is this best for all students involved?What does the research show?What does the law say?

Problem Statement

Usually, two teachersSometimes, a general education teacher

and a special education assistantStudents consist of special education

and general education students, taught together

Difficult to tell which students have IEP’s and which do not

Video

What does an inclusion classroom look like?

Disabled students do as well, if not better, in an inclusive classroom compared to a separate classroom.

Inclusion helps with socialization of disabled students.

Advanced students become more accepting, and start to offer help to their struggling peers.

Pro’s

Not all students learn best in this environment.

Some students need more individualized instruction, at a slower pace.

A general education classroom can provide too much stimuli.

Con’s

Learn from each otherBegin to see class as one large

group, as opposed to two separate groupsStudents with varying needs

Skills are developed and refined

Benefits for Teachers

IDEAProvision of public educationLeast restrictive environment

Section 504Used less frequently

Federal Law Requirements

Greer vs. Rom City School DistrictSacramento City Unified School

District vs. HollandOberti vs. Board of Education of the

Borough of Clementon School DistrictPoolaw vs. Parker Unified School

DistrictSchool District of Wisconsin Dells vs.

Z.S.

Landmark Court Cases

Strategies to Promote Successful Inclusion

Use consistent classroom routines

Give visual instruction

s

Watch for signs of

anxiety or stress

Understand need

for transition

Structure the layout

of the room

Clearly explain

purpose of all

assignments

Make use of special

interests

More ideas

Although there are downsides to full inclusion classrooms, it seems that the research shows the benefits outweigh the risks.

Provides benefits for all students and teachers/assistants involved.

Conclusion

Gaillard, P. (n.d.). The inclusion classroom. Retrieved from http://techinclusion.tripod.com/

Inclusion in the classroom. (n.d.). Retrieved from http://kc.vanderbilt.edu/kennedy_files/InclusioninClassroomTips.pdf

King, E. N. (2008, November 4). The benefits of an inclusion classroom [Web log message]. Retrieved from http://schoolpsychologistfiles.blogspot.com/2008/11/benefits-of-inclusion-classroom.html

Schultz, K. (2007, March 15). Special education inclusion. Retrieved from http://www.weac.org/Issues_Advocacy/Resource_Pages_On_Issues_one/Special_Education/special_education_inclusion.aspx

Bibliography

Scullion, T. (n.d.). Collaboration and teaching strategies for the inclusion classroom. Retrieved from http://www.wjcc.k12.va.us/jbms/FACULTY/ScullionTim/index-2.htm

Teaching autism students in inclusive classrooms. (n.d.). Retrieved from http://www.child-autism-parent-cafe.com/autism-students-in-inclusive-classrooms.html

Team teaching full inclusion. (2010). [Web]. Retrieved from http://www.youtube.com/watch?feature=player_embedded&v=vShPt32MjpI

Bibliography Continued