2 “Inclusion is consistent with multicultural educations, and [with] a world in which many more people have opportunities to know, play, and work with one another.”Mara Sapon-Shevin
3 The concept of inclusion takes the principle of least restrictive environment one step further. It states that the general education classroom is an appropriate learning environment for all (or most) children, and that special education services can often be delivered more efficiently and effectively in that environment.
4 Today more than 95% of students with physical, emotional, learning, cognitive, visual, and hearing disabilities receive some or all of their education in the general education classroom.
6 MainstreamingThe selective placement of special education students in one or more “regular” education classes where the student must earn the opportunity to be placed thereExample: Joining a general education classroom for art, music or physical education
7 InclusionBringing the support services to the child in the general education classroom rather than the child to the services in a separate roomExample: Small groups for reading and math, with students disabled andnon-disabled
8 Full InclusionAll children, regardless of their handicapping condition or the severity of their disability will be in a regular education classroom full time.Example: A child with autism being in a general education classroom all day (with support from a paraprofessional)
9 “Children with special needs are our gift “Children with special needs are our gift. They make us think outside the box and when we do, we realize these same strategies work with many other children in the classroom.” -Dayle Timmons
11 The child with Special Needs Gives them a sense of belonging and does not single them outProvides a diverse environment that is stimulating and allows them to grow and learnEnables them to develop friendships with their non-disabled peers
12 Boosts their self-respect and self-esteemProvides positive peer-models so typically behavior problems will lessenProvides opportunities to be educated with same-age peers and to be exposed to the age-appropriate general curriculum
13 The General Education Student Provides opportunities to experience diverse students in a small classroom settingDevelops an appreciation that everyone has unique characteristics and different abilities
14 Increases sensitivity towards other’s limitationsPromotes respect for others different from themselvesDevelops feelings of empowerment and the ability to make a differenceIncreases abilities to help and teach all classmatesDevelops empathetic skills
15 Creates opportunities to put themselves in another child’s shoes Allows those who do not qualify for special education to the receive extra assistance without the label
16 The TeachersHelps teachers to recognize that all students have strengthsCreates an awareness of the importance of direct individualized instructionIncreases ways of creatively addressing challenges
17 Teaches collaborative problem solving skills Develops teamwork skillsSpecial education teachers feel more a part of the school faculty
18 Society Promotes the civil rights of all individuals Supports the social value of equalityTeaches socialization and collaborative skillsBuilds supportiveness and interdependenceProvides children with a miniature model of the democratic process
19 When Inclusion Will Not Work: Settling for the child’s physical presence in the classroom instead of actual acceptanceInsisting on inclusion at all cost (monetary or emotional)Giving priority to the inclusive education model over the individual needs of all the children
20 Providing the staff with little or no training Not including the paraprofessional in meetings concerning the childNot teaching the child’s peers about the nature of different disabilities and how to interact with those who have a disability
21 The Drawbacks of Inclusion It costs more than having separate special education classes because the students require extra supportThe general education classroom size has to be reduced in order to accommodate the needs of the child with the disability such as their physical and/or instructional needsThe cost of the materials, adaptive equipment, technology, and the training for the staff is expensive
22 To Make Inclusion WorkGeneral education teachers need the proper training in how to teach children with special needsThe child’s IEP goals must be able to be met within the classroom settingAll children regardless of their differences or abilities have to be valued as a human being and have a sense of belonging
23 The general education students must be taught about others who have disabilities and how to interact with themMust have regular meetings, including everyone who works with the childCommunication between the general education teacher and the special education teacher
24 Inclusion Can Be DoneThe general education teacher and the special education teacher can work together to provide an environment that benefits all students with learning strategies and opportunities to work and play with others that have different strengths and weaknesses from themselves
25 “All kids are gifted; some just open their packages earlier than others.” -Michael Carr
27 Full inclusion benefits the whole class when the special education student only has a mild disability because the student has good role models and the students who are not labeled EC get the benefits of the extra assistanceWhen the student is severely disabled mainstreaming is the best for everyone because all the students have time to interact with their peers, but everyone is receiving the appropriate education
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