Inclusion Service Delivery Model

Service Delivery Models Disabled students educated within a regular education classroom are provided access to an inclusion service delivery model. Inclusive education is supported through IDEA, as students with disabilities are entitled to appropriate educational environments that are deemed least restrictive in nature (Downing & Peckham-Hardin, 2007). The provision of all academic instruction is generated from the general education teacher in an inclusion service delivery model. Differentiated instructions combined with the implementation of a multi-modal approach to learning are essential in this educational environment. Social, emotional, and overall communication skills are several benefits identified in an inclusive model (Causton-Theoharis,
Most of the students who received academic instruction in a self-contained classroom are granted limited access to the general education student population. However, when appropriate some of the students educated in a self-contained classroom do have mainstream opportunities; therefore they spend some portions of the day in a regular education classroom. More specially, access to the general education student population generally occurs during recess, physically education, and school wide assemblies. Educational instruction contains an emphasis on life skills and functional academic skills. Small group presentation of materials, differentiated instruction, multi-modal approach to learning, and rote learning are significant components embedded within this service delivery model. Students with moderate to severe disabilities acquire knowledge at must slower rates in comparison to nondisabled peers (Alper & Ryndak, 1992). The primary focus of instruction is to teach students the skills necessary to be a successful and independent member of
The separate day facility encompasses a variety of special education professionals ranging from speech and language pathologists, occupational therapists, adaptive education teachers, nurses, psychologists, and special education teachers. Only approximately five percent of the disabled student population is educated in a special day facility (Hallahan & Kauffman, 2003). Classroom dynamics include smaller teacher ratio, small group presentation of materials, and customized learning environments that support the cognitive, adaptive, and physical needs of the students. A separate day facility is regarded a more restrictive environment, as the students who received educational services in this specific placement do typically have access to the general education