Running head: EFFECTIVE INCLUSION
Effective Inclusion Practices
University of Phoenix Online
January 21, 2008
Inclusion describes the development of services to those with disabilities, while attending classes in a general educational setting. The IDEA mandates that all children regardless of their disability have the right to a free and appropriate education, in the least restrictive environment. Although the IDEA does not require inclusion, the law requires that children with disabilities be educated to the maximum extent appropriate for them. The following interviews reveal the thoughts and ideas of school staff members about inclusion, and how inclusion works in their school districts. A list of professional roles has also been developed (Appendix). Regular Education
As a regular education teacher, asking the inclusion specialist about the accommodations, as documented on the IEP, for each student is crucial. Without the proper accommodations for students in inclusion, you are setting them up for failure. Once asking what the specific accommodations are, you need to inquire or research how to best carry out each accommodation. What works for one student will not necessarily work for another student. Especially, if one student is an auditory learner, while another is a visual learner. Each student needs a fair chance at passing inclusion classes. Not only does the regular education teacher need to communicate with the inclusion specialist about accommodations, but also must keep the specialist up to date regarding the student’s progress. By law, the inclusion specialist is to document when the students are progressing or regressing in their academic studies. This process should be done twice per marking period. If the current accommodations are working, then the student may continue at pace. However, if the accommodations are not working or if there is a drop in the student’s grade, then the regular education teacher and inclusion specialist need to go back to the drawing board. This will help get the student back on track, unless there were certain life events that altered the situation. At those moments, other intervention is necessary. Helping a student of inclusion become successful may require some extra work on the teacher’s part. The students in the classroom should not be separated by ability; they should be seated together. The students who are on the inclusion program should not stand out from the rest of the class. This will encourage the students to participate more and feel accepted by their peers. When teaching new concepts or giving the students independent activities, the teacher and inclusion specialist should be walking around to monitor progress. Regardless of student ability, both the teacher and specialist should be helping any student that needs some guidance with the work. The teacher and specialist should not be helping just ‘their’ students. When ownership is seen in the classroom, this makes the class feel divided. For students who may need extra assistance, the teacher or inclusion specialist should provide tutoring once a week or the day before an assessment. Tutoring should be geared toward the students in the inclusion program; however, it should be open for all students to get extra help. Another form of tutoring that is less visible consists of carbon copy paper and a kind regular education student. For students of inclusion who have a difficult time writing notes and listening at the same time, the teacher should give carbon copy paper to one of the oral skilled students to write the class notes. At the end of each class, the regular education student gives the carbon copy to the student who needs the notes. This allows the student to listen more to what the teacher is saying and then read the notes later for clearer understanding. If the carbon copy paper is too awkward or unavailable, then the regular...
References: Cribbs., Sarah. (2008). Interview on Inclusion.
Gregg, Susan. (2008). Interview on Inclusion.
Sawchuk, Terry. (2008). Interview on Inclusion.
Smith, R. (2008). Interview on Inclusion.
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