Inclusion+Issues

[|IEP] - a social system that provides separate facilities for minority groups || || [|link] || Teacher favoritism hurts not only the students who are not class favorites, but also the class as a whole. The students will begin to fight and not want to work well together if they feel they are being shorted while another class member is being favored. || || [|Link] || Free, appropriate public education to all students with disabilities must be provided. A child may not be excluded because the school district feels they are disable to learn, has inappropriate behavior caused by their disability, or has a contagious disease unless the risk is high to harm other students. || || [|Link] ||
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 * Breit, Darin R. || Inclusion Issue-Inclusion is the practice of including special needs students in regular classrooms because their presence there is desired. Some issues of inclusion include regular teachers with lack of training to teach students with disabilities, lack of support equipment and teaching materials needed to help students with disabilities. Both learners with and without disabilities woud be shorted of their educational requirements. || [[image:http://everyoneineducation.org/Melina%20with%20classmates.jpg width="172" height="126"]] || [|Link] ||
 * Busser, Jacob L. || Due Process-The principle that the government must respect all of the legal rights that are owed to a person according to the law. Due process holds the government subservient to the law of the land protecting individual persons from the state. || [[image:Due_Process.jpeg width="262" height="174"]] || [|Link] ||
 * Gartamaker, Kimberly K || “de Facto segregation” segregation (especially in schools) that happens in fact although not required by law
 * Grassel, Tyler J. || Milliken v. Bradley- This was a suit in Detroit, Michigan public school system that said they were getting racially segregated by Governor Milliken. After further review the court ruled that they were segregated and ordered an adoption of a desegregation plan for 85 school districts. || [[image:Milliken.jpg]] || [|Link] ||
 * Hanisch, Alicia T. || Busing- Students were bussed to different schools to achieve racial balance, families who did not want their children riding on school buses or attending a school outside the local community simply moved to another district. || [[image:bus.jpg width="136" height="118"]] || Link ||
 * Helling, Jason T. || **Magnet Schools -** Magnet schools have a specific theme for which they are especially known for. For example, there may be a magnet school specializing in the sciences or one specializing in the performing arts. Also provide urban school districts with a means of achieving acceptable levels of racial integration. || [[image:25404423.jpg width="160" height="117"]] || [|LINK] ||
 * Hudelson, Devin T. || Within-school Segregation- a pattern that can occur within a school in which members of some groups are overrepresented and members of other groups are underrepresented regardless of the diversity of the total school population. || [[image:0307p34_1.jpg width="80" height="109"]] || [|Link] ||
 * Kerkvliet, Chalsea A. || Believe that All Students Can Learn - Maximum success for all students requires high expectations. Inadequately challeged learners usually achieve below their abilities and many drop out of school. Your belief in your students' abilitiy to learn is a pre-requisite for the students to develop the self-confidence they need to succeed. || [[image:http://www.und.edu/dept/tl/images/SpEd_home.jpg width="120" height="115"]] || [|Link] ||
 * McClanahan, Clarissa J. || Modify Group Practices-the entire school population is assigned to classes according to whether the students' overall achievement is above average, normal, or below average. Students attend all classes only with students whose overall academic achievement is the same as their own.Ability groups are small, informal groups formed within a single classroom. THese groups work best if the students are a representative racial, cultural, and gender sample of the entire class. || [[image:group.jpg width="183" height="125"]] || [|Link] ||
 * Olesen, Heather M. |||| Accommodate Learning-Style Differences- learning styles refers to a person's perferred way of learning. Cultural backgrounds influence learners' style preferences. This suggests that lessons should allow individual to approach content differently. Some need opportunities to manipulate objects. Matching instructional strategies with learners' style preferences improves both achievement and interest levels.[[image:learning_styles.jpg width="215" height="176" align="right"]] || [|Link] ||
 * Ollerich, Julie E. || Reflect on Your Own Perspective- Everyone has their own view about how the world is and what constitutes proper behavior. Don't assume everyone shares your basic views. Realize you will be teaching all of the children from all of the homes. Their prior experiences will vary tremendously and their expecations about appropriate behavior and how to achieve success in school may vary tremendously. || [[image:reflection.jpg]] || Link ||
 * O'Neill, Amanda M. || Rely Less on Standardized Tests- Better methods of evaluating student needs and progress already exist. Good observational checklists used by trained teachers are more helpful than any screening test. Assessment based on student performance on real learning tasks is more useful and accurate for measuring achievement - and provides more information - than multiple-choice achievement tests. || [[image:test.jpg width="180" height="119"]] || [|Link] ||
 * Poncelet, Susan M. || Avoid Class Favorites:
 * Rensch, Cera || gifted learner: Defined by PL 91-230 as "children who have outstanding intellectual ability or creative talent, the development of which requires special activities or services not ordinarily provided by local education agencies." Some gifted children are aware of their gift and brag about it, however, most do not. Gifted learners need to be reminded that everyone fails and that they cannot excel at every endeavor they attempt. Specialized programs allow these learners to reach their greatest potential, they may not reach these levels in the regular classroom because they may feel they need to refrain from appearing superior. Gifted student intellectual abilities develop more advanced than their non-gifted counterparts. Gifted learners benefit from both working in groups with intellectual peers and from working with peers below their intellectual level acting as the second teacher. Gifted students are not more motivated to do independent work than their non-gifted counterparts. || [[image:accelerated_pacing_cartoon.jpg width="196" height="154"]] || [|Link] ||
 * Rosberg, Brittany D. || Providing Good Teacher-- A good school is comprised of good teachers. However, the learners who most need good quality teachers are least likely to get them. Teachers in predominantly minority school tend to be less experienced, teaching out of their field, or holding an emergency teaching certificate. || [[image:indexui.jpg]] || [|Link] ||
 * Sober, Miranda L. || Zero rejects:
 * Thompson, Colleen A. || Nondiscriminatory testing:

In order for a child to be eligible for special education services, the child needs to be evaluated through appropriate assessment. If a disability is suspected, the parent must give consent for testing or go to court. Assessment of the child is broad (e.g., hearing, vision, medical, records, decoding). Use of a language and culture sensitive assessment is crucial. The language of the evaluation is the one the student is most comfortable with, which is an improvement in the new law. One cannot use a single measure in evaluation. || || Link || To provide FAPE to a child with a disability, schools must provide students with an education, including specialized instruction and related services, that prepares the child for further education, employment, and independent living. || || [|Link] || An IEP claims to be designed to meet the unique educational needs of one child, who may have a disability, as defined by federal regulations. The IEP, according to this argument, helps children reach educational goals easier than they otherwise would. [|34 CFR 300.320] In all cases the IEP must be tailored to the individual student's needs as identified by the IEP evaluation process, and must especially help teachers and related service providers (such as [|paraprofessional educators]) understand the student's disability and how the disability affects the learning process. || || [|Link] || -the law requires that they be educated in regular classrooms to the maximum extent possible -The fact that about 95% of classrooms enroll one or more learners with disabilities means that you are certain to have students with special needs in the classrooms where you teach -You will need to understand how to work with these students and their parents in order to help them achieve their potential. || || Link ||
 * Thompson, Patrice R. || Appropriate education-**Free Appropriate Public Education**, or **FAPE**, is an educational right of children with disabilities in the United States that is guaranteed by the [|Rehabilitation Act of 1973] and the [|Individuals with Disabilities Education Act] (IDEA). Under Section 504, FAPE is defined as “the provision of regular or special education and related aids and services that are designed to meet individual needs of handicapped persons as well as the needs of non-handicapped persons are met and based on adherence to procedural safeguards outlined in the law.” Under the IDEA, FAPE is defined as an educational program that is individualized to a specific child, designed to meet that child's unique needs, provides access to the general curriculum, meets the grade-level standards established by the state, and from which the child receives educational benefit. The United States Department of Education issues regulations that define and govern the provision of FAPE.
 * Trapp, Jeffrey L. || Individualized Education Plan--, commonly referred to as an **IEP**, is mandated by the [|Individuals with Disabilities Education Act] (IDEA). In [|Canada] and the [|United Kingdom], an equivalent document is called an **Individual Education Plan**.
 * Vander Brink, Alisha J. || Least Restrictive Environment means that a student who has a disability should have the opportunity to be educated with non-disabled [|peers], to the greatest extent appropriate. They should have access to the general education [|curriculum], [|extracurricular] activities, or any other program that non-disabled peers would be able to access. The student should be provided with supplementary aids and services necessary to achieve educational goals if placed in a setting with non-disabled peers. Academically, a [|resource room] may be available within the school for specialized instruction, with typically no more than two hours per day of services for a student with learning disabilities. Should the nature or severity of his or her disability prevent the student from achieving these goals in a regular education setting, then the student would be placed in a more restrictive environment, such as a [|special school], classroom within the current school, or a hospital program. Generally, the less opportunity a student has to interact and learn with non-disabled peers, the more the placement is considered to be restricted. || [[image:least_restrictive_environment.jpg]] || [|Link] ||
 * Willson, Todd R. || Parent/guardian participation: Parents have the right to be involved in developing their child's IEP. If they don't like the way the school has set up their child's IEP then they have several options to modify or change schools. || [[image:images.jpg width="193" height="117"]] || [|Link] ||
 * Wilson, Alisha N. || Mainstreaming- Requires special learners to spend part of the school day in a regular classroom and part in a sperate, self contained special education classroom. Placement of exceptional students is to be in the least restrictive environment possible. || [[image:imagesCABSALV2.jpg width="189" height="131"]] || Link ||
 * Dr. Fiegen || **Learners with Disabilities** - - in the late 1970s, one million children with disabilities did not attend school at all.