Inclusive Education: An Introduction ED 315 Fall 2013 Chapter 1 Roland Merar

 Describe the history of services available to students with special needs.  Define the term “student with special needs.”  Describe current services available to student with special needs.  Discuss where students with disabilities should be educated and the different pros and cons of different placement options.  Describe the different perception of inclusion  Discuss the critical dimensions of inclusive classrooms. Student Learning Outcome

 The basis for our free public educational system is the U.S. constitution, which guarantees equal opportunities for all citizens.  Girls did not secure their right to equal educational opportunities until the early 1900s  Racial minorities not until 1950s and 1960s  Student with disabilities not until the 1970s & 1980s  Prior to federal legislation passed in the mid-1970s, many public schools did not provide any services for students with disabilities. History of Education for students with special needs…

 1817  The first school for children with deafness in the U.S. was established  1832  The first school for children with visual problems, the New England Asylum for the blind was established  1965  100,00 children from birth to 21 years of age, lived in institution for people with intellectual disabilities in the U.S.  1970  Only 20% of all children with disabilities were served in public school programs  1975  Congress passed the first act mandating comprehensive services for students w/ disabilities  It was estimated that 3 million children with disabilities received inappropriate or inadequate services;  1 million were excluded from the educational system ( U.S. Department of Education, 2009) (pg. 3)

 1975  Number of children with disabilities served in special education programs has grown significantly.  1976  A total of 3.69 million students ages 3 to 21, or 8.3% of the school population were served in special education programs in the 50 states  2006  The numbers of students with disabilities served in special education went up to 6.68 million or 13.6%.

 Relative Isolation Phase  (60 to 70 years of 20 th century) student were access to public schools or permitted to attend only in isolated settings.  Integration Phase  (1970’s) students with disabilities were mainstreamed or integrated into general program when its appropriate.  Integrated students were viewed as special education students were simply placed in general classroom part of the time  Inclusion Phase  (Mid 1980’s) students with disabilities being included in all school programs and activities.  Students assumed belong to general classroom  Empowerment/Self determination Phase  Focus of inclusion efforts  To better prepare students for the highest degree of independence possible. Four destinct phases for student with disabilities.

DEFINING STUDENTS WITH SPECIAL NEEDS IDEA (Individuals with Disabilities Education Improvement Act of 2004 It provides the legal basis for the current special education services provided in public schools Under this act, students with disabilities are defined as those who exhibit on of the several specific conditions that result in their need for special education and related services It means: a child with intellectual disabilities, hearing impairments, speech or language impairments, visual impairments, serious emotional disturbance, orthopedic impairments, autism, traumatic brain injury, other health impairments, or specific learning disabilities, and who, by reason thereof, needs special education and related services.

Students Eligible for Section 504 & the ADA 1.Impairments that result in substantial limitations of major life activities such as breathing, walking, seeing, hearing, and learning. 2.Students Classified as Gifted & Talented 3.Students At Risk for School Problems -ELL, Poverty, & drug-use

Key Elements of IDEA  Individualized Education Program (IEP)  IEP Goals and Objectives  Tips for Adapting a Lesson  Least Restrictive Environment: Schools must provide educational services for students with disabilities with their nondisabled peers, in general classroom settings, unless the needs of the child cannot be met there

 Due-Process Safeguards  Makes parents & schools equal partners  Response to Intervention (RTI)  Provides interventions at different levels  Key Changes in the 2004 Reauthorization of IDEA – “No Child Left Behind.”

Group Activity!  In groups of 3, you will present your findings on the following disabilities:  Define the disability & find one adaptive technology that enhance students learning.  Intellectual Disabilities  Learning Disabilities  Emotional Disturbance  Hearing Impairments  Visual Impairments  Orthopedic Impairments  Other Health Impairments  Autism  Traumatic Brain Injury (TBI)  Speech or Language Impairments

History of Education for Students with Disabilities  The U.S. public school system attempts to provide 13 years of equal educational opportunity to all American citizens.  Today’s student population is very diverse and includes students with a variety of disabilities.  A sizable percentage of students are at risk for developing problems, present learning or behavior problems, or may be classified as having a disability. Re-cap

 The largest group of students with special needs in the public school system consists of those formally classified as having disabilities.  Intellectual disabilities, learning disabilities, and emotional and behavioral disorders, make up the majority of students disabilities.  In addition to students with disabilities served under IDEA, students with disabilities served under section 504 and the ADA, students classified as gifted & talented and students who are at risk for developing problems are considered students with special needs. Defining Students with Special Needs

 Service for students with disabilities have evolved significantly during the past 20 years.  Public Law , now the IDEA, provides the framework for services to students with disabilities in school settings.  IDEA provides extensive regulations related to how children are identified, evaluated, and served.  All Students served under IDEA must have an IEP and be educated in LRE. Current Services for Students with Special Needs

 About 70% of all students with disabilities spend a substantial portion of each school day in general education classrooms.  Inclusion is the current model for educating students with disabilities.  Inclusion requires schools to educate students with disabilities with their nondisabled peers as much as possible.  In an inclusion model, students with disabilities belong with their nondisabled peers. Where Should Students with Disabilities be Educated?

 General Education teachers play a very critical role in providing services to students with disabilities.  The attitudes of classroom teachers are extremely important in the quality of services rendered to students with disabilities.  Most classroom teachers are supportive of an inclusion model.  Parental support for inclusion is important for its ultimate success. Perception of Inclusion

 A sense of community is important for inclusion to be successful.  Appreciation for diversity is critical for inclusion.  Effective management, curricular adaptations, and flexibility instructional techniques must be present in an inclusive classroom. Critical Dimensions of Inclusion

 Define and explain the following terms: 1. IEP 2. LRE 3. Due-Process Safeguard (list the process of requirements & explanations) 4. RTI 5. IDEA 6. Transition 7. Section 504 and the ADA 8. Designated Coordinator 9. Monitoring Agency 10. Resource Classroom 11. Inclusion Model Assignments/Video