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Full Inclusion

Education 100 Project with Jen and Kelsey
by

Alex Lewis

on 7 April 2011

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Transcript of Full Inclusion

Full Inclusion What is Full Inclusion? All students, regardless of any handicapping condition, will be in a regular classroom/program full time Different from mainstreaming because the students are with “regular” students full time as opposed to only taking select classes with them Doesn’t assume that students need to “earn” a place in a regular class Often requires special aides, materials, or technology Advocates feel that special education classrooms constitute a form of segregation Want classrooms to be inherently equal "Good" teachers are those who can meet the needs of all the students, regardless of what those needs may be The History of Full Inclusion five critical principles of special education 1.Zero Reject- asserts that no child with disabilities may be denied a free, appropriate public education. 2. Nondiscriminatory education 3. Appropriate education 4. Least restrictive environment 5. Procedural due process Public Law 94-142 (the Education for All Handicapped Children Act) important Dates 1800: Children with disabilities are kept at home 1817: first formal special education program in the United States 1954: Brown v. Board of Education 1960s & 1970s-- The parents' movement works to improve conditions in state institutions 1989: Timothy v. Rochester School District --> all means all 1990-- Americans with Disabilities Act (ADA) 1991-- Public Law 94-142 is expanded by the Individuals with Disabilities Education Act (IDEA) 2004-- IDEA was again reauthorized In the 2007-2008 school year, 95% of students with disabilities are served in regular school buildings and nearly half spend 80% of their day in a regular classroom. the inclusion debate creates equality increases the opportunity for disabled students to make full and meaningful contributions later in life Improves academic and social development in disabled children For nondisabled students, having disabled students in their class can give them valuable experiences Pull-out programs for children with disabilities provide the best resources and teaching attention Gifted students, who technically are considered "special needs", will suffer if integrated into the regular classroom Time, attention, and resources can be wasted
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