1. Stefanie Gilmer CI 583 Section 2

2. a legal, moral, ethical, and civil right.” But, does it work?

3. More often than not, schools are leaning towards full inclusion in the classroom— there are pro’s and con’s. Is this best for all students involved? What does the research show? What does the law say?

4. Usually, two teachers Sometimes, a general education teacher and a special education assistant Students consist of special education and general education students, taught together Difficult to tell which students have IEP’s and which do not Video

5. Disabled students do as well, if not better, in an inclusive classroom compared to a separate classroom. Inclusion helps with socialization of disabled students. Advanced students become more accepting, and start to offer help to their struggling peers.

6. Not all students learn best in this environment. Some students need more individualized instruction, at a slower pace. A general education classroom can provide too much stimuli.

7. Learn from each other Begin to see class as one large group, as opposed to two separate groups Students with varying needs Skills are developed and refined

8. IDEA Provision of public education Least restrictive environment Section 504 Used less frequently

9. Greer vs. Rom City School District Sacramento City Unified School District vs. Holland Oberti vs. Board of Education of the Borough of Clementon School District Poolaw vs. Parker Unified School District School District of Wisconsin Dells vs. Z.S.

10. Use consistent classroom routines Give visual instructions Watch for signs of anxiety or stress Understand need for transition Structure the layout of the room Clearly explain purpose of all assignments Make use of special interests More ideas

11. Although there are downsides to full inclusion classrooms, it seems that the research shows the benefits outweigh the risks. Provides benefits for all students and teachers/assistants involved.

12. Gaillard, P. (n.d.). The inclusion classroom. Retrieved from http://techinclusion.tripod.com/ http://techinclusion.tripod.com/ Inclusion in the classroom. (n.d.). Retrieved from http://kc.vanderbilt.edu/kennedy_files/InclusioninClassro omTips.pdf http://kc.vanderbilt.edu/kennedy_files/InclusioninClassro omTips.pdf King, E. N. (2008, November 4). The benefits of an inclusion classroom [Web log message]. Retrieved from http://schoolpsychologistfiles.blogspot.com/2008/11/benef its-of-inclusion-classroom.html http://schoolpsychologistfiles.blogspot.com/2008/11/benef its-of-inclusion-classroom.html Schultz, K. (2007, March 15). Special education inclusion. Retrieved from http://www.weac.org/Issues_Advocacy/Resource_Pages_O n_Issues_one/Special_Education/special_education_inclus ion.aspx http://www.weac.org/Issues_Advocacy/Resource_Pages_O n_Issues_one/Special_Education/special_education_inclus ion.aspx

13. Scullion, T. (n.d.). Collaboration and teaching strategies for the inclusion classroom. Retrieved from http://www.wjcc.k12.va.us/jbms/FACULTY/ScullionTi m/index-2.htm http://www.wjcc.k12.va.us/jbms/FACULTY/ScullionTi m/index-2.htm Teaching autism students in inclusive classrooms. (n.d.). Retrieved from http://www.child-autism- parent-cafe.com/autism-students-in-inclusive- classrooms.htmlhttp://www.child-autism- parent-cafe.com/autism-students-in-inclusive- classrooms.html Team teaching full inclusion. (2010). [Web]. Retrieved from http://www.youtube.com/watch?feature=player_embe dded&v=vShPt32MjpI http://www.youtube.com/watch?feature=player_embe dded&v=vShPt32MjpI