2. “Inclusion" is a buzz word that you hear thrown around quite often. Inclusion is the preferred method of placement for students with special needs whenever possible. IT has become a hot button topic in the world of education as more and more students with disabilities are placed into the general education classroom.

3. Mainstreaming vs Inclusion Mainstreaming and inclusion are often used interchangeably or mixed up. Mainstreaming is very different from inclusion. A student who is mainstreamed is expected to meet the same academic standards as every other student. In inclusion, the student is not expected to meet these same standards.

4. Mainstreaming Generally, mainstreaming has been used to refer to the selective placement of special education students in one or more "regular" education classes. Proponents of mainstreaming generally assume that a student must "earn" his or her opportunity to be placed in regular classes by demonstrating an ability to "keep up" with the work assigned by the regular classroom teacher. This concept is closely linked to traditional forms of special education service delivery.

5. Inclusion Inclusion is a term which expresses commitment to educate each child, to the maximum extent appropriate, in the school and classroom he or she would otherwise attend. It involves bringing the support services to the child (rather than moving the child to the services) and requires only that the child will benefit from being in the class (rather than having to keep up with the other students). Proponents of inclusion generally favor newer forms of education service delivery.

6. Inclusive education means all students in a school, regardless of their strengths or weaknesses in any area become part of the school community. They are included in the feeling of belonging among other students, teachers, and support staff.

7. ALL students, regardless of handicapping condition or severity, will be in a regular classroom/program full time. All services must be taken to the child in that setting. There often is a philosophical or conceptual distinction made between mainstreaming and inclusion. Those who support the idea of mainstreaming believe that a child with disabilities first belongs in the special education environment and that the child must earn his/her way into the regular education environment. Those who support inclusion believe that the child always should begin in the regular environment and be removed only when appropriate services cannot be provided in the regular classroom.

8. What the LAWS say Two federal laws govern education of children with disabilities. Neither requires inclusion, but both require that a significant effort be made to find an inclusive placement. These two laws are IDEA and Section 504.

9. IDEA IDEA does NOT require inclusion. requires that children with disabilities be educated in the "least restrictive environment appropriate” to meet their “unique needs.” And the IDEA contemplates that the "least restrictive environment" analysis will begin with placement the regular education classroom. However, IDEA recognizes that it is not appropriate to place all children in the regular education classroom. the law requires school districts to have a “continuum of placements” available, in order to accommodate the needs of all children with disabilities.

12. Section 504 of the Rehabilitation Act Section 504 requires that a recipient of federal funds provide for the education of each qualified handicapped person in its jurisdiction with persons who are not handicapped to the maximum extent appropriate to the needs of the handicapped person. A recipient is required to place a handicapped child in the regular educational environment unless it is demonstrated by the recipient that the education in the regular environment with the use of supplementary aides and services cannot be achieved satisfactorily.

13. All children learning in the same school environment helped by supportive services so that they can be successful in their adjustment and performance. Having each student’s specific needs addressed in the integrated environment of a regular school setting. All children participating equally in all aspects/functions available within the school. Educating and providing support for regular classroom teachers who will have special children in their classroom.

14. Educating children to be tolerant of and to respect the differences in each other. Creating a comfortable environment within which students with and without disabilities can develop healthy social interactions and relationships. Educating and supporting parents in their concerns. Allowing parents to participate in the team process responsible for inclusion. Arranging for appropriate work and educational experiences for disabled children within the community environments.

15. Using new delivery systems for special-education programs that emphasize collaboration between special-education staff and the classroom teachers. All children learning together in the same environment even though their educational needs and prescribed goals may differ. Making sure that each child has an appropriate individualized educational program.

16. Dumping children with challenging needs into regular classes without proper supports and services necessary to be successful. Trading the quality of a child’s education or the intensive support services the child needs for integration. Ignoring each child’s unique needs. Sacrificing the education of typical children so that children with challenging needs can be integrated. All children having to learn the same thing, at the same time, in the same way.

17. Doing away with or cutting back special-education services. Expecting regular education teachers to teach children who have challenging needs without the support they need to teach all children effectively. Locating special-education classes in separate wings at regular schools. Ignoring parents’ needs. Maintaining separate schedules for students in special and regular education. Students with disabilities receiving their education and job training in facilities outside their communities.

18. Pros and Cons of Inclusion PROS Provides opportunities to experience diversity of society on a small scale in the classroom Develops an appreciation that everyone has unique characteristics and abilities Develops respect for others with diverse characteristics Develops sensitivity toward others’ limitations CONS Teacher apathy Curriculum rigidity A competitive market

19. PROS cont’d Develops feelings of empowerment and the ability to make a difference CONS cont’d’ Parental prejudices Shortage of staffing Limited resources

20. The Successful Inclusive Classroom Students are active - not passive learners Students are encouraged to make choices as often as possible a good teacher will allow students some time to flounder as some of the most powerful learning stems from taking risks and learning from mistakes. Parental involvement is crucial. Students with disabilities must be free to learn at their own pace and have accommodations and alternative assessment strategies in place to meet their unique needs. Students need to experience success, learning goals need to be specific, attainable, and measurable and have some challenge to them.

21. Physical Social Instructional

23. Physical Integration This simply means putting students with disabilities in the general education classroom. Unfortunately, many think this is all there is to inclusion. This couldn't be further from the truth.

24. Social Integration The classroom teacher must actively work toward making sure that students are comfortable with each other. This includes students with disabilities as well as those without.

25. Instructional Integration In this type of integration, you teach students based on their needs and not on preset standards.

26. What is the Teacher’s Role? The teacher facilitates the learning by encouraging, prompting, interacting, and probing with good questioning techniques, such as 'How do you know it's right - can you show me how?'. The teacher provides 3-4 activities that address the multiple learning styles and enables students make choices.

27. What does the classroom look like? The classroom is a beehive of activity. Students should be engaged in problem solving activities There will be a language centre with learning goals, perhaps a media centre with opportunity to listen to taped stories or create a multimedia presentation on the computer. There will be a music centre and a math centre with many manipulatives.

28. So how does the student receive extra help? special education teachers and resource teachers come into regular classrooms to work with special needs students in their home class environment.

29. Good Inclusion requires Open lines of communication Planning time Collaboration between the special education teacher and regular education teacher Understanding co-teaching models