Inclusion of Children with Disabilities Along with many other topics of special education, the topic of inclusion has been surrounded by uncertainty and controversy for as long as the concept has been around. This controversy may stem from the fact that inclusion is expensive and experts disagree about how much time disabled students should spend in regular classrooms (Cambanis, 2001). Although this topic is controversial, it cannot be ignored. Inclusion will, at some point, affect 1% of all children born each year, who will have disabilities and the families and educators they will come in contact with (Stainback, 1985). There are two major federal laws that deal with the education of children with special needs. One of these laws is, The Individuals with Disabilities Education Act, also known as IDEA (W.E.A.C, 2001). This law passed in 1975, was the first act to guarantee all students with disabilities a public education (Kluth, Villa & Thousand, 2001). This law requires that the school district supply an IEP, individualized education program (Merritt, 2001), for every child with disabilities. This law also requires that the IEP team consider placing each child in the least restrictive environment possible (W.E.A.C, 2001). The least restrictive environment possible refers to the environment that would benefit the handicapped student the most, both academically and socially. The IEP team usually considers three possibilities for the student. One possibility is that of a self-contained classroom, where the student would be in a class with all disabled students and be taught by special education teachers. A second possibility is that the student be placed in a general education classroom for half of the... ... middle of paper ... .... Learning Disability Quarterly, 24(4), pp.265-74. Retrieved March 11, 2002 from WilsonSelect Database. Palmer, David S., Fuller, Kathy., Arora, Tina. (2001). Taking Sides: Parent View on Inclusion for Their Children with Severe Disabilities. Exceptional Children, 67(4), pp.467-484. Retrieved March, 11, 2002 from WilsonSelect Database. Choate, Joyce S. (1997). Successful Inclusive Teaching- Proven Ways to Detect and Correct Special Needs. Massachusetts: Allyn& Bacon. Stainback, Susan & William. (1985). Integration of Students with Severe Handicaps into Regular Schools. Virginia: The Council for Exceptional Children. Special Education Inclusion. (2001). Retrieved February 25, 2002 from http://www.weac.org.htm Active Inclusion-Facilitating Active Inclusion in Secondary Education. (2000). Retrieved February 25, 2002 from http://www.faise.com
The Department of Education states that an Individualized Education Program (IEP) is an academic opportunity for parents, teachers, administrators and human services personnel to provide assistance to students with disabilities. Individualized Education Programs are written plans that state specific learning goals and designate educational services that are designed to meet a student’s individual needs.
...just left. They all rushed over to the house Captain Beatty really played it cool at first and made Montag burn down his own house then turned rite back around and put him in Hand cuffs this angered Montag. So Montag didn’t something he wouldn’t regret. He turned the flame blower on Beatty and burned him to ash with a mild of relief. But he had to fight the other firemen also so he just knocked them unconscious and tried to run away. Montag doesn’t get very far cause the dog Beatty trained to attach Montag sticks a needle in his leg full of anesthetic. Montag starts to attack the dog back with the flame blower he mange to destroy the hound also. With the numbness in his leg he still manage to save the books that were in his backyard. Montag had to lay low he had to get all the attention off his house so he hides out in another fireman house and calls in an alarm .
Mohandas Gandhi began life as the fourth son in his family— hardly the child typically expected to bring about greatness, even though his father was the small state’s Diwan, or prime minister. He was born on October 2, 1869 in Porbandar, India. From an early age, he exhibited the gentleness and compassion that he would come to cherish later in life. One story about him says that he loved nature enough to climb a mango tree and bandage its branch. Like the vast majority of Indian families, Gandhi’s was a member of the Hindu religion and its associated culture. As was tradition for many at the time, he was wed at the age of thirteen to Kasturba, another child of the same age. A few years later, when he was sixteen, Gandhi’s father passed away. This left a deep impression on the boy, and he would always remember him with fondness, as we can see from his later ...
“The 1% of US students with labels of severe disabilities including mental retardation have been historically excluded from ‘inclusive’ education” (Bentley, 2008, p. 543). Laws such as PL 94-142 and “No Child Left Behind” (as cited in Bentley), say that ‘public school students with all types of disabilities be educated in the least restrictive environment—‘to the maximum extent possible…with children who do not have disabilities’ the majority of these students with special education labels, such as, mental retardation and multiple disabilities are still isolated in special education classrooms (Bentley, 2008, p. 545). Wehmeyer (as cited in Bentley), points out that mere access does not promote authentic participation (Bentley, 2008, p. 546). Burkowski et al (as cited in Webster and Cater), “Friendship has been defined as a bond between two individuals that is stable across time and involves mutual affection, mutual preference and having fun together” (Webster and Carter, 2007, p. 201). It is up to parents, teachers and other paraprofessionals to seek ways to facilitate and encourage the types of positive interactions that will foster these types of friendships. If done successfully all students will benefit and there will be true inclusion.
Public Law 94-142: The Education for All Handicapped Children Act of 1975, now called Individuals with Disabilities Education Act (IDEA), requires states to provide free, appropriate public education (FAPE) for every child regardless of disability. This federal law was the first to clearly define the rights of disabled children to receive special education services if their disability affects their educational performance. A parent of a special education student also has basic rights under IDEA including the right to have their child evaluated by the school district and to be included when the school district meets about the child or makes decisions about his or her education. If a child is identified as in need of special education services, the school district must devise a written individual education program (IEP) for the child, which includes related services. An IEP is a statement of a student’s special education and related services including speech services, psychological services, physical and occupational therapy, counseling and assistive technology and transportation. In addition, this legally binding, individualized plan outlines reasonable educational goals for the student and is reviewed and updated yearly.
Throughout history most national heroes have been warriors, but Gandhi was a passive and peaceful preacher of morals, ethics, and beliefs. He was an outsider who ended British rule over India without striking a blow. Moreover, Gandhi was not skillful with any unusual artistic, scholarly, or scientific talents. He never earned a degree or received any special academic honors. He was never a candidate in an election or a member of government. Yet when he died, in 1948, practically the whole world mourned him. Einstein said in his tribute, “Gandhi demonstrated that a powerful human following can be assembled not only through the cunning game of the usual political maneuvers and trickery but through the cogent example of a morally superior conduct of life”. Other tributes compared Gandhi to Socrates, to Buddha, to Jesus, and to Saint Fancis of Assisi.
Mohandas Karamchand Gandhi was a person who had a cause to act, acted instead of being acted upon, and not only influenced India and South Africa, but the entire world. “ French writer Romain Rolland (1866—1944) said Gandhi was as stubborn as a mule, but a “sacred mule”(qtd. in Cook). Mohandas Karamchand Gandhi was an extremely confident, peace loving man which is proved by the quote. Gandhi is a very important and amazingly influential person in the society we live in today. Without Gandhi’s influential ideas the world would have faced many terrible wars resulting massive destruction and would have affected many aspects of our current lives. Problems like the British rule and the caste system caused Gandhi to act. Great leaders and books influenced Gandhi’s belief of life. Gandhi accomplished many important things in his life to solve the problems faced by many people in South Africa, but most of all in India. Many people do not realize how much impact Gandhi’s accomplishments and beliefs have on the world. Indian independence was Gandhi’s most important accomplishment and the highlight of his illustrious life. Gandhi’s beliefs and vision influence the world today most notably through the civil rights movements of Martin Luther King Jr. in the United States and Nelson Mandela in South Africa, but his ideas are present throughout the globe. Through these great leaders who adopted Gandhi’s technique, we see the power of strong words and nonviolent action.
Inclusion in classrooms is defined as combining students with disabilities and students without disabilities together in an educational environment. It provides all students with a better sense of belonging. They will enable friendships and evolve feelings of being a member of a diverse community (Bronson, 1999). Inclusion benefits students without disabilities by developing a sense of helping others and respecting other diverse people. By this, the students will build up an appreciation that everyone has unique yet wonderful abilities and personalities (Bronson, 1999). This will enhance their communication skills later in life. Inclusive classrooms provide students with disabilities a better education on the same level as their peers. Since all students would be in the same educational environment, they would follow the same curriculum and not separate ones based on their disability. The main element to a successful inclusive classroom, is the teachers effort to plan the curriculum to fit all students needs. Teachers must make sure that they are making the material challenging enough for students without special needs and understandable to students with special needs. Inclusive classrooms are beneficial to students with and without special needs.
The delivery of education for students with exceptionalities has evolved from complete segregation to the provision of education within regular classes (Andrews & Lupart, 2000). Integration will be successful if the necessary supports and services are in place within the education system. Regrettably, the public special education system currently in use in Ontario is not meeting the needs of integrating students with exceptionalities in regular class settings. Even now, many educators believe that segregation of students with disabilities is justified and not prejudiced (Valeo, 2009). To abolish segregation from the Ontario public school system there is a definite need for strategies. Although there are challenges, there are numerous methods to promote inclusion through integration of exceptional students to include them in standard curriculum classrooms.
In the beginning, Gandhi states, ”You must be the change the world wishes to see” (Gandhi article). This reveals that often if there is a change in the world that needs to be made, heroes are the ones who initiate the change. Gandhi fought for India’s rights peacefully. For example, he made an agreement with Lord Irwin to end the Salt Satyagraha in exchange for concessions that included the release of thousands of political prisoners. Secondly, when other countries declared war on India, Gandhi pleaded other countries representatives discuss their perspective till a solution was formed. Finally, in the end of his book,Gandhi, An Autobiography Mahatma Gandhi reveals, “The best way to find yourself is to lose yourself in the service of others.” This shows that Mahatma Gandhi only cared for the people and the independence of his country, yet not himself. Gandhi did not take these actions for wealth, and fame, he did it out of the kindness of his
Inclusion of all students in classrooms has been an ongoing issue for the past twenty-five years (Noll, 2013). The controversy is should special education students be placed in an inclusion setting or should they be placed in a special education classroom? If the answer is yes to all special education students being placed in inclusion, then how should the inclusion model look? Every students is to receive a free an appropriate education. According to the Individual Education Act (IDEA), all students should be placed in the Least Restrictive Learning Environment (Noll, 2013).
IEP stands for Individualized Education Program. An IEP is a written document required for each child who is eligible to receive special education services. It is provided to a student who has been determined first to have a disability, and second, to need special education services because of that disability. An IEP is very important and should never be overlooked by anyone. The purpose of an IEP is to make sure that only students whose educational performance is affected by a disability receive special services. An individual program plan is designed to make sure that students get the kind of educational experience that they deserve; an experience that results in success. The end goals for students who are on an IEP are to be involved in
Gandhi didn’t do very well in school; he wasn’t naturally smart like some of the other kids and he had to work hard to get the grades that he needed. Gandhi once said: “All human beings do not think alike or feel alike, they have therefore no escape from having to encounter differences”. Part of the reason Gandhi was so successful was because things didn’t come so easily to him like they did to the other kids; that made him work harder for what he wanted which led to him accomplishing more things in life. He believed that the world would be a better place if schools taught more common sense and working abilities. He believed that schools worry too much about test results instead of who the children are becoming as people. Gandhi once said: “Character cannot be build with mortar and stone. It cannot be built by hands other than your own. The principal and teacher can not give you your character from the pages of a book, character comes from their very lives and really speaking, it must come from within yourselves”. He got his inspiration from different authors. His hardworking inspiration came from an author named Ruskin; others called him the “English thinker”. Ruskin’s books taught Gandhi about the value of hard work, and it then becam...
Gandhi is an inspiration to all those that are scared to make changed in their own life. The sacrifices that he made for the greater good of the people were remarkable and remembered to this day. He is a hero for the people of India and the world. He allowed the challenges to strengthen his idea of who he is instead of tearing him down. Gandhi became the change, the face, the inspiration for the revolution and much more. He was in unity with himself as well as the people. Gandhi taught us many things that we will remember and continue to honor for a long time, including that we must initiate change in ourselves in order to bring it amongst everyone else. As he once said, “Be the change you wish to see in the
Inclusion has become increasingly important in education in recent years, with the Education for Persons with Special Educational Needs Act being passed in 2004 to ensure equality in our system. In summary, inclusion is the idea of there being no child...