JAASEP FALL 2008 Part 6 of 8
All series
- ADHD Series
- Assessment in Special Education Series
- Autism Spectrum Disorders Series
- Bullying of Children
- Classroom Management Series
- Diagnosis of Students with Disabilities and Disorders Series
- Discipline of Students in Special Education Series
- Early Intervention Series
- Genetics in Special Education Series
- How To Series
- IEP Components
- Inclusion Series
- JAASEP – Research Based Journal in Special Education
- LD Report
- Lesser Known Disorders
- NASET News Alert
- NASET Q & A Corner
- NASET Survival Guides
- Parent Teacher Conference Handouts
- Resolving Disputes with Parents Series
- RTI Roundtable
- Severe Disabilities Series
- Special Education: What Do the Latest Numbers Tell Us?
- Special Educator e-Journal – Latest and Archived Issues
- The Practical Teacher
- Treatment and Support for IEP Students with Disabilities
- Working with Paraprofessionals in Your School
An increasing number of students with disabilities are being involved in the regular education classrooms. Educators have moved away from segregation of students with disabilities in special classes towards the inclusion of such students in regular education classes. Inclusion ensures that no child is left behind. Inclusion involves the placement of students with disabilities in their neighborhood schools in age-appropriate regular education classes with the necessary support services for both the child with disabilities and the classroom teacher. The inclusion movement has primarily been a special education movement. The trend toward inclusion will continue due to recent litigation and legislation that supports inclusion and pressures from advocates in inclusion. Special education resources are protected under IDEA and students with disabilities have the basic right to receive their education in general education classrooms. For the inclusion movement to be effective for all students, the general education professionals, administrators, and parents of students with special needs all need to be involved in the conceptualization and implementation of inclusion (Snyder, 1999).
Most students with disabilities have been historically served in segregated special education classes.
Abstract
The placement and education of students with disabilities in the general education classroom has generated a challenge and varied opinions for educators, families, and service providers. It is likely that with recent litigation and legislation which supports inclusion and increasing pressure from advocates of inclusion, the trend towards including students with disabilities in the general education classroom will continue. Classroom teachers’ and administrators’ perceptions along with students’ self-perceptions must be considered as these may have a great impact on the inclusion of students with disabilities in general education settings. The purpose of this paper is to address concerns and give helpful strategies for inclusive education.