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Cheap Tiffany Necklacessurvey of current practice
Inclusion and its barriers Teaching a child with a disability is no longer the
responsibility of just special education teachers.The inclusion of special
education students in the general education classroom is becoming more common as
the pressure for accountability in the education of students with disabilities
arises.While special education teachers are prepared(For the most part)To teach
children with disabilities, that is not the case for all general education
teachers.This paper defines inclusion and why it is important, discusses the
barriers to inclusion, and identifies ways to make the inclusive classroom a
success. The individuals with disabilities education improvement act(Idea 2004),
along with the No Child Left Behind Act(Nclb), has emphasized a focus on
improved academic outcomes as well as access to the general curriculum for all
students.With this focus comes an increased pressure for accountability in the
education of students with disabilities in general education classrooms(Lingo,
barton-Arwood, jolivette, 2011).Inclusion is a practice in education where
students on individualized education plans(Ieps)Receive their core academic
instruction in the general education classroom.While inclusion is a way to
educate students with disabilities in their least restrictive environment, which
is a federal mandate, many teachers are reluctant to have special education
students in their classes.Despite the current barriers towards inclusion, it can
be a positive experience for general and special education students.With a clear
understanding of the purpose of inclusion, appropriate training, and the ability
to collaborate with others, all teachers can be successful teachers in an
inclusive classroom. Inclusion is the practice of bringing services and support
to children with special needs into the general education classroom, as opposed
to removing special needs students from learning experiences with their same age
peers(Kilanowski-Press, foote, rinaldo, this you may like
2010).Inclusion as an educational placement offers a variety of service delivery
formats designed to educate students with disabilities in the general education
classroom.This means students with exceptional learning needs should be educated
in a setting that is most like that of their nondisabled peers, as long as their
academic goals can be met in the inclusion setting(Kilanowski-Press et al.,
2010). Inclusion can be seen as more than just an educational delivery model;It
can be seen as a frame of mind for a learning community(Kilanowski-Press et
al.,2010).According to fisher and frey(2001);Roach,salisbury,and
mcgregor(2002),"Inclusive communities offer all students the opportunity to be
successful learners by providing access to flexible curricula that is also
engaging,challenging,and enriching (As sited in kilanowski-Press et al.,2010).
Kids Together,Inc. stated,"The benefits of inclusive education are numerous for
both students with and without disabilities. "Inclusion classrooms can help
teach tolerance and patience and give children an opportunity to value
diversity. Students with disabilities have increased social interactions,which
can lead to meaningful relationships and friendships. They have peer role models
for academic,social,and behavior skills.The general education classroom offers
greater access to the general curriculum which leads to enhanced skill
acquisition and generalization of those skills(Kids Together,Inc.,2010).An
inclusion environment prepares all students for adult life in an inclusive
society.Students without disabilities are given opportunities to master
activities by practicing and teaching others. In addition,general education
students benefit from the additional resources available in the inclusion
setting (Kids Together,Inc.,2010). Despite the many benefits of an inclusion
classroom, not all general education teachers are open to working with special
education students.Because inclusion programs differ from school to school, it
is challenging to identify best practices.The amount and nature of support
provided to the general education classroom teacher differ from school to school
as well(Hines, 2001).This can make it difficult for teachers to feel prepared to
teach in an inclusion classroom. Kochhar, west, and taymans(2000)Suggested that
barriers to inclusion typically fall into three categories:Organizational,
attitudinal, and knowledge(As cited in hines, 2001).Organizational barriers
refer to the differences in ways classes are taught, staffed, and managed.As
previously stated, the inclusion model differs from school to school, district
to district, and state to state.Services are provided based on student
need;However, a lack of funding is also driving the direction of inclusion
services.It can be very frustrating for teachers when they do not feel their
students' needs are being met because of a lack of resources.There is no denying
that working with special education students requires a great amount of effort
and time, and time is something teachers are lacking.With the recent increases
in class size, reaching the needs of every student is a challenge.Teaching
children with special needs comes with added responsibilities.Not every teacher
is willing to take on more work than they are already doing. Attitudinal
barriers refer to teachers' attitudes towards and beliefs about an inclusive
setting.Wood(1998)Stated,"Inclusive programs necessitate collaboration with
other teachers, so territorial issues regarding role overlap and ambiguity
appear to constitute a major barrier to inclusion(As sited in Hwang et al.,
2011). "Furthermore, it is common for teachers to follow routine lesson plans
from year to year.Working with another teacher and changing the way you teach
can be time consuming and scary.In other cases, teachers do not feel the regular
education classroom is an appropriate setting for students with severe
disabilities(Hwang et al., 2011).They may feel the time devoted to one student
takes away from the other students in the class.Knowledge barriers refer to the
teachers' ability to teach students with special needs.Some general education
teachers do not feel they have the professional knowledge or training needed to
work with special needs students. The national education association has
recommendations for appropriate inclusion, which may reduce some of the current
barriers.First, a full continuum of placement options and services should be
available for each student on an iep.Second, appropriate professional
development should be available to all educators and support staff associated
with the inclusion programs.This training should be required of all teachers,
regardless if they are not working with special education students at that
moment.In addition, teachers should be given adequate time, as part of the
normal school day, to coordinate and collaborate with one another on behalf of
all their students.Lastly, class sizes should be responsive to student
needs.Carpenter and dyal(2001)Stated,"Inclusion is most effective when proactive
principals establish models of effective co-Teaching and recognize the need for
manageable class sizes(As sited in kilanowski-Press et al., 2010).
"Administrators play a key role in the success of inclusive classrooms.It is
important that principals collaborate with teachers to insure the inclusion
model is being upheld and implemented with integrity and fidelity.Villa et
al.,(1996)Argued,"Administrative support and collaboration were powerful
predictors of favorable attitudes towards full inclusion(As sited in hwang et
al.,2011). " An inclusion classroom requires involvement and collaboration
between educational professionals.Cook and friend(1995)Suggested critical
components of a strong, collaborative teaching program require understanding
between general education and special education teachers in regards to
instructional beliefs, time for instructional planning, agreement on the
establishment of classroom routines, establishment of classroom discipline
norms, and a classroom where both teachers are equally responsible for
instruction(As sited inKilanowski-Press et al., 2010).Kilanowski-Press et
al(2010)Also suggested that general education and special education teachers
must work together in a mutually respectful manner without territoriality or
power struggles.Both general education and special education teachers bring a
great deal of knowledge to an inclusion classroom.General education teachers
share their knowledge of content areas, grade level curriculum, and effective
teaching methods, including large group instruction.Special education teachers
can facilitate individual learning styles, instructional strategies, clinical
teaching, analysis and adjustments of instruction and curriculum, and behavior
management.In addition, special education teachers can supplement the work of
general education teachers in regard to ieps that can improve the quality of
outcomes for students with disabilities(Hwang et al., 2011). Co-Teaching, peer
coaching, collaboration consultation, and collaborative problem solving are all
methods of teacher collaboration(Lingo et al., 2011).This is when two or more
professionals deliver essential instruction to a diverse, or blended, group of
students in a single space.Both teachers are engaged and involved in the
instruction of all students, general and special education, in the same
classroom.Parallel teaching, station teaching, alternative teaching, and team
Teachingare all examples of co-Teaching(Kilanowski-Press et al.,
2010).Kilanowski-Press et al.,(2010)Also indicated the co-Teachingmodel allows
for greater differentiation of instruction.When two teachers are working
together, they are more readily available to implement interventions for the
special needs students. Some states have chosen to identify cOnsultant teacher
support as a model of service delivery.This is a broad umbrella where special
educatiOn students are served by a variety of direct and indirect service
modalities(Kilanowski-Press et al., 2010).Indirect support is available to
general educatiOn teachers when they seek guidance from the special educatiOn
teacher, or when the two teachers cOnsult as per the students indicated iep
service times.The special educatiOn teacher may cOnsult with the general
educatiOn teacher in regards to assistance with planning, instructiOnal
adaptatiOns and modificatiOns for particular students, as well as behavioral or
academic interventiOn development(Kilanowski-Press et al., 2010).Direct support
is also available to the students On ieps.The special educatiOn teacher may
provide instructiOn to the special educatiOn students in the general educatiOn
classroom, either in a small group setting or One-On-One.Paraprofessional
assistants are frequently utilized in the inclusion classrooms when the
consultative model is used.The paraprofessional supports the special needs
students in the general education classroom, under the instruction of both the
general education and special education teachers. Whether your school uses the
co-Teaching model or the consultative model, general education teachers need to
be aware of the accommodations available to the special needs
students.Accommodations are alterations in the way tasks are presented, which
allow children with special needs to complete the same assignment as their
nondisabled peers(National center for learning disabilities(Ncld),
2006).Accommodations do not alter the content of the assignment or change the
objective being assessed.The iep team determined which accommodations are needed
in order for the student to have access to the general curriculum.The
accommodations make it possible for students with special needs to show what
they know without being impeded by their disability.It is the responsibility of
the teacher providing the instruction to be aware of the accommodations on each
student's iep and to be sure the accommodations are made available. While it can
be more difficult and time consuming to teach a child with a disability, it is
important for teachers to remember we are legally obligated to teach in an
inclusive setting if that is what the child's iep calls for.When we received our
teaching degree, nowhere did it say we would only be responsible for teaching
typical students.Department of education, national center for education
statistics(2010), in fall 2007, nearly 95% of six to twenty-One year old
students with disabilities were served in regular schools.Breaking down the
barriers to inclusion is possible and necessary.Being educated on the importance
of inclusion and participating in ongoing collaboration with administration and
fellow teachers, an inclusive classroom can be filled with meaningful learning
experiences for all students. Hines, r.A. (2001).Inclusion in
middleSchools.S.Evans, d. (2011).Attitudes towards inclusion: Gaps between
beliefAnd practice. International Journal ofSpecial Education, 26(1), 136-146.
Kids together, Cheap Tiffany
Necklaces inc. (2010).J., Rinaldo, V.J. (2010).Inclusion classrooms
and teachers:A survey of current practices. InternationalJournal of Special
Education, 25, 43-56. Lingo, a.S., Barton-Arwood,S.M., Jolivette, K.
(2011).Teachers working together:Improving learning outcomes in the inclusive
classroom-practicalStrategies and examples.Teaching exceptional children, 43(3),
6-13. National center for learning disabilities. (2006).Accommodations
Tiffany
Sale for students with ld. (1994).Nea policy statement on
appropriate inclusion. (1998).Whose job is in anyway?Educational roles in
inclusion.Exceptional children, 64, 181-195. I am really glad i decided to
research this topic.I have worked with many teachers who did not work well with
special education students.Because of this, i made sure my students were never
in their classrooms.Working with these teachers was very difficult.I always made
assumptions about why these teachers were the way they were, but after reading
all these research articles, i am looking at those teachers in a different way.I
can almost tell which barriers each teacher is experiencing.Instead of just
complaining about this issue, i feel empowered to help break down some of these
barriers at my school.Our district offers a training on how to accommodate in
science and social studies(I am sure it can apply to all areas), and I am going
to advocate to make sure it is brought to my school next year.I have really been
reflecting on my own involvement in the inclusion classrooms.Because my district
follows the consultative approach, i am not in the general education classroom.I
really have not been involved nearly as much as i should be.I need to make time
to collaborate with the inclusion teachers.For all i know, maybe some of the
teachers don't work well with special ed kids because i haven't been doing my
job! I really look forward to next year and the changes i can make to help solve
this problem. Prior to taking this class i never realized all the issues
inclusion.I have always had special education students in my classroom, and
never thought anything of it.I think many general education teachers don't want
special education students in their classroom because fear of failing on
standardized test.I agree that there are many benefits to have inclusion, and
general education teachers should have a specialist until they have been
trained.Your paper was very detailed, and had provided in-Depth
information.Thank-You for a positive on-Line learning experience.
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