Research Paper Research Paper InclusionInclusion

William RigneyWilliam RigneyEducation 525Education 525

Dr GrossDr GrossOctober 9, 2008October 9, 2008

IDEA BackgroundIDEA Background

In 1997, The Individuals with Disabilities In 1997, The Individuals with Disabilities Education Act created the largest overhaul of Education Act created the largest overhaul of special education in the United States to date. special education in the United States to date.

The act incorporated six principles that The act incorporated six principles that governed the education of students with governed the education of students with disabilities. These six principles provide states disabilities. These six principles provide states a guideline in which to follow and achieve a guideline in which to follow and achieve when educating students with disabilities. when educating students with disabilities.

IDEA PrinciplesIDEA Principles Zero Reject – All students are eligible for a free and Zero Reject – All students are eligible for a free and

appropriate educationappropriate education Protection in Evaluation- Students must receive a full and Protection in Evaluation- Students must receive a full and

individual evaluation prior to servicesindividual evaluation prior to services Free and Appropriate Education - Eligible students have a Free and Appropriate Education - Eligible students have a

right to receive a free educationright to receive a free education Least Restrictive Environment – Students with disabilities Least Restrictive Environment – Students with disabilities

must be educated with peers without to the maximum extents must be educated with peers without to the maximum extents appropriateappropriate

Procedural Safeguards – Extensive System of safeguard s set Procedural Safeguards – Extensive System of safeguard s set in place to insure free appropriate educationin place to insure free appropriate education

Parental Participation- Provisions created to ensure parental Parental Participation- Provisions created to ensure parental participationparticipation

InclusionInclusion

The concept of inclusion began as a The concept of inclusion began as a movement in the belief that educating students movement in the belief that educating students with special needs in a regular classroom for with special needs in a regular classroom for all or nearly all of the day. all or nearly all of the day.

The special education practices that were The special education practices that were administered in various classroom settings are administered in various classroom settings are now administered in a regular classroom. now administered in a regular classroom.

Types of InclusionTypes of Inclusion

The first of which is a regular inclusion The first of which is a regular inclusion classroom. classroom.

In a regular inclusion classroom, students In a regular inclusion classroom, students spend 2/3rds of the week in general education spend 2/3rds of the week in general education classrooms and are pulled out for special classrooms and are pulled out for special services such as speech or physical therapy. services such as speech or physical therapy.

Types of InclusionTypes of Inclusion

The second type is a full inclusion classroom. The second type is a full inclusion classroom. Students with disabilities spend the entire Students with disabilities spend the entire week in a general education classroom. week in a general education classroom.

Special education services are administered in Special education services are administered in the general education classroom. the general education classroom.

Inclusion historyInclusion history

The concepts of inclusion or mainstreaming were The concepts of inclusion or mainstreaming were used as early as Maria Montessori. used as early as Maria Montessori.

She was able to successfully implement inclusion She was able to successfully implement inclusion ideas in her model of education. ideas in her model of education.

Prior to the initial passing of the Education for all Prior to the initial passing of the Education for all Handicapped Children Act (EHA) in 1975, schools Handicapped Children Act (EHA) in 1975, schools only educated 1 out of 5 children with disabilities in only educated 1 out of 5 children with disabilities in the United States. the United States.

Many states had laws that stated children with certain Many states had laws that stated children with certain types of disabilities cannot attend public schools. types of disabilities cannot attend public schools.

Teaching Models – Consulting TeacherTeaching Models – Consulting Teacher

The special education teacher acts as a The special education teacher acts as a consultant to the general education teacher. consultant to the general education teacher.

The consulting teacher works with the The consulting teacher works with the classroom teacher to target individual classroom teacher to target individual student’s needs. (Idol, 2006) student’s needs. (Idol, 2006)

This is a method that requires tremendous This is a method that requires tremendous amount of planning and commitment. amount of planning and commitment.

Teaching Models – Cooperating TeacherTeaching Models – Cooperating Teacher

In the cooperating teacher model, special In the cooperating teacher model, special education teachers and general education education teachers and general education teachers work together in a variety of co-teachers work together in a variety of co-teaching arrangements in the same classroom teaching arrangements in the same classroom providing services for all students. (Idol, 2006) providing services for all students. (Idol, 2006)

Both professionals plan together and use Both professionals plan together and use highly involved strategies to engage all highly involved strategies to engage all students in the classroom. (Stickney, 2003)students in the classroom. (Stickney, 2003)

Teaching Models – Interactive TeachingTeaching Models – Interactive Teaching

Interactive teaching allows teachers to Interactive teaching allows teachers to alternate their roles as presenters, reviewers alternate their roles as presenters, reviewers and monitors of instruction. and monitors of instruction.

Having more than one teacher enables the Having more than one teacher enables the practice of station teaching. practice of station teaching.

Small groups of students can rotate to various Small groups of students can rotate to various stations set up in the class room for stations set up in the class room for instruction, review, and practice. instruction, review, and practice.

Teaching Models – Parallel TeachingTeaching Models – Parallel Teaching

Class is broken up into smaller mixed ability Class is broken up into smaller mixed ability groups and each teacher instructs the same groups and each teacher instructs the same lesson to a smaller, more manageable class lesson to a smaller, more manageable class size. (Stickney, 2003) size. (Stickney, 2003)

At the end of the parallel teaching session, the At the end of the parallel teaching session, the group can rejoin for review and assessment. group can rejoin for review and assessment.

Teaching Models – Alternative TeachingTeaching Models – Alternative Teaching

The class splits up in bigger or smaller groups The class splits up in bigger or smaller groups depending on the difficulty of the concepts. depending on the difficulty of the concepts.

A small group of students may need additional A small group of students may need additional enrichment while the bigger group is on pace enrichment while the bigger group is on pace with the same concepts. with the same concepts.

Teaching Models – Instructional AssistantsTeaching Models – Instructional Assistants

Instructional assistants accompany special Instructional assistants accompany special education students to general education education students to general education classrooms. classrooms.

Instructional assistants are exclusively funded Instructional assistants are exclusively funded by special education monies to provide aide to by special education monies to provide aide to a single students special needs. a single students special needs.

The assistant stays with the student for the The assistant stays with the student for the entire day. entire day.

Teaching ModelsTeaching Models

The Teaching models described allow a great deal of The Teaching models described allow a great deal of versatility for the teacher and offer students unique versatility for the teacher and offer students unique educational experiences. educational experiences.

All the models promote and create a warm and All the models promote and create a warm and comforting environment regardless of the severity of comforting environment regardless of the severity of the disability, while not turning a back on students the disability, while not turning a back on students who do not have a disability. who do not have a disability.

The goals of the models are to provide a situation in The goals of the models are to provide a situation in which no one student is highlighted. (Lain, 2007) which no one student is highlighted. (Lain, 2007)