Special Education: Exceptional Children in the Classroom

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Philosophy of Mainstream-Inclusion Education

Special Education: Exceptional Children in the Classroom
Mainstreaming- Inclusion

Mariella Vasconcelos
EEX 3010

Special Education: Exceptional Children in the Classroom
Philosophy of Mainstreaming- Inclusion Education

Instructional practice designed to be effective in the mainstream-inclusion classroom environment must be one that is readily adaptable yet one that is sensible in its’ application in this unique and exceptional classroom setting. Although there are complications and difficulties inherent in teaching in this environment the ultimate rewards, as well as the daily ones are motivational and inspirational to the educator who strives toward excellent instructional provision. The philosophy of the educator in this type of classroom must be able to ‘tuck and roll’ if you will as they must be able to think on their feet and adapt quickly and often to the needs of the individual student. This work takes a close look at instructional and behavioral strategies, including a personal opinion on collaborative and consultative teaching and a few varying philosophies and what critics of the mainstream-inclusion environment have stated.

Special Education: Exceptional Children in the Classroom
Philosophy of Mainstreaming- Inclusion Education

The objective of this work is the research the area of inclusion/mainstreaming, and collaborative and consultative teaching to back up a personal philosophy with references from the field of education along with behavioral management strategies that would be optimally employed with exceptional children in the classroom. Introduction

Mainstreaming or Inclusion is an educational practice places the special needs students in regular classrooms with their peers "to the maximum appropriate extent". Mainstreaming or Inclusion has been an educational practice that has been the source of much conflict within schools and for parents of handicapped students. Stated at the USI Website is: "Inclusive education means that all students in their school, regardless of their strengths or weaknesses in any area become part of the school community.”[1] . Those who are for inclusion claim that segregated programs are detrimental to students and do not meet the original goals for special education. Recent meta-analyses show a small to moderate beneficial effect of inclusion education on the academic and social outcome of special needs children. Those who support inclusion believe that the child always should begin in the regular environment and only be removed only when appropriate services cannot be provided in the regular classroom. However, for inclusion to be successful, adequate supplementary aids and support services must be present including a special education consultative teacher who should work collaboratively with a general education teacher and assists the students with their special education needs. The consultative teacher is not the teacher of record for the core content. This teacher works solely in a consultative role by providing adjustments to the learning environment and modifications of instructional methods. Another setting that is available to students with special needs in a inclusion classroom is he collaborative teacher a certified professional teacher that collaborates (works together with) a classroom teacher to deliver the best possible education to students according to their needs. I think no mater in what setting the student is placed the teacher should prepare students to be accepting of the special needs students by being honest about the nature of the child's disability and/or behavior difficulty. Although inclusion seems like a great idea that should be of some form of benefit for all involved, if not handled properly it can become a very stressful situation. I. Philosophy on Inclusion/Mainstreaming

Dr. Chris Kliewer, Associate Professor of Special Education at the...
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