Research Paper Inclusion William Rigney Education 525 Dr Gross October 9, 2008

IDEA Background In 1997, The Individuals with Disabilities Education Act created the largest overhaul of special education in the United States to date. In 1997, The Individuals with Disabilities Education Act created the largest overhaul of special education in the United States to date. The act incorporated six principles that governed the education of students with disabilities. These six principles provide states a guideline in which to follow and achieve when educating students with disabilities. The act incorporated six principles that governed the education of students with disabilities. These six principles provide states a guideline in which to follow and achieve when educating students with disabilities.

IDEA Principles Zero Reject – All students are eligible for a free and appropriate education Zero Reject – All students are eligible for a free and appropriate education Protection in Evaluation- Students must receive a full and individual evaluation prior to services Protection in Evaluation- Students must receive a full and individual evaluation prior to services Free and Appropriate Education - Eligible students have a right to receive a free education Free and Appropriate Education - Eligible students have a right to receive a free education Least Restrictive Environment – Students with disabilities must be educated with peers without to the maximum extents appropriate Least Restrictive Environment – Students with disabilities must be educated with peers without to the maximum extents appropriate Procedural Safeguards – Extensive System of safeguard s set in place to insure free appropriate education Procedural Safeguards – Extensive System of safeguard s set in place to insure free appropriate education Parental Participation- Provisions created to ensure parental participation Parental Participation- Provisions created to ensure parental participation

Inclusion The concept of inclusion began as a movement in the belief that educating students with special needs in a regular classroom for all or nearly all of the day. The concept of inclusion began as a movement in the belief that educating students with special needs in a regular classroom for all or nearly all of the day. The special education practices that were administered in various classroom settings are now administered in a regular classroom. The special education practices that were administered in various classroom settings are now administered in a regular classroom.

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

Types of Inclusion The second type is a full inclusion classroom. Students with disabilities spend the entire week in a general education classroom. The second type is a full inclusion classroom. Students with disabilities spend the entire week in a general education classroom. Special education services are administered in the general education classroom. Special education services are administered in the general education classroom.

Inclusion history The concepts of inclusion or mainstreaming were used as early as Maria Montessori. The concepts of inclusion or mainstreaming were used as early as Maria Montessori. She was able to successfully implement inclusion ideas in her model of education. She was able to successfully implement inclusion ideas in her model of education. Prior to the initial passing of the Education for all Handicapped Children Act (EHA) in 1975, schools only educated 1 out of 5 children with disabilities in the United States. Prior to the initial passing of the Education for all Handicapped Children Act (EHA) in 1975, schools only educated 1 out of 5 children with disabilities in the United States. Many states had laws that stated children with certain types of disabilities cannot attend public schools. Many states had laws that stated children with certain types of disabilities cannot attend public schools.

Teaching Models – Consulting Teacher The special education teacher acts as a consultant to the general education teacher. The special education teacher acts as a consultant to the general education teacher. The consulting teacher works with the classroom teacher to target individual student’s needs. (Idol, 2006) The consulting teacher works with the classroom teacher to target individual student’s needs. (Idol, 2006) This is a method that requires tremendous amount of planning and commitment. This is a method that requires tremendous amount of planning and commitment.

Teaching Models – Cooperating Teacher In the cooperating teacher model, special education teachers and general education teachers work together in a variety of co- teaching arrangements in the same classroom providing services for all students. (Idol, 2006) In the cooperating teacher model, special education teachers and general education teachers work together in a variety of co- teaching arrangements in the same classroom providing services for all students. (Idol, 2006) Both professionals plan together and use highly involved strategies to engage all students in the classroom. (Stickney, 2003) Both professionals plan together and use highly involved strategies to engage all students in the classroom. (Stickney, 2003)

Teaching Models – Interactive Teaching Interactive teaching allows teachers to alternate their roles as presenters, reviewers and monitors of instruction. Interactive teaching allows teachers to alternate their roles as presenters, reviewers and monitors of instruction. Having more than one teacher enables the practice of station teaching. Having more than one teacher enables the practice of station teaching. Small groups of students can rotate to various stations set up in the class room for instruction, review, and practice. Small groups of students can rotate to various stations set up in the class room for instruction, review, and practice.

Teaching Models – Parallel Teaching Class is broken up into smaller mixed ability groups and each teacher instructs the same lesson to a smaller, more manageable class size. (Stickney, 2003) Class is broken up into smaller mixed ability groups and each teacher instructs the same lesson to a smaller, more manageable class size. (Stickney, 2003) At the end of the parallel teaching session, the group can rejoin for review and assessment. At the end of the parallel teaching session, the group can rejoin for review and assessment.

Teaching Models – Alternative Teaching The class splits up in bigger or smaller groups depending on the difficulty of the concepts. The class splits up in bigger or smaller groups depending on the difficulty of the concepts. A small group of students may need additional enrichment while the bigger group is on pace with the same concepts. A small group of students may need additional enrichment while the bigger group is on pace with the same concepts.

Teaching Models – Instructional Assistants Instructional assistants accompany special education students to general education classrooms. Instructional assistants accompany special education students to general education classrooms. Instructional assistants are exclusively funded by special education monies to provide aide to a single students special needs. Instructional assistants are exclusively funded by special education monies to provide aide to a single students special needs. The assistant stays with the student for the entire day. The assistant stays with the student for the entire day.

Teaching Models The Teaching models described allow a great deal of versatility for the teacher and offer students unique educational experiences. The Teaching models described allow a great deal of versatility for the teacher and offer students unique educational experiences. All the models promote and create a warm and comforting environment regardless of the severity of the disability, while not turning a back on students who do not have a disability. All the models promote and create a warm and comforting environment regardless of the severity of the disability, while not turning a back on students who do not have a disability. The goals of the models are to provide a situation in which no one student is highlighted. (Lain, 2007) The goals of the models are to provide a situation in which no one student is highlighted. (Lain, 2007)