Inclusion Of Students With Disabilities Video
Inclusive Education and Children with Disabilities - UNICEF Inclusion Of Students With Disabilities.
Over the last several decades, discussion regarding the most appropriate methods for educating children with disabilities has abounded Itkonen, Tenets of This We Believe addressed:. So, what is inclusion, and how has it affected the stakeholders in education?
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Inclusion occurs at various levels and in various contexts throughout the school day based on the individual needs of the learners and the availability of school resources. York operationally defined inclusion as:. As cited in King,p.
In their study, experts in the field of school inclusion were considered authors of relevant articles in peer-reviewed journals or scholarly books. These educational experts included university faculty, teachers, specialists, consultants, and a doctoral student. They identified seven components in the definitions of inclusion. The five components specific to students in general education included: a placement in natural general education settings; b all students together for instruction and learning; c supports Inclusion Of Students With Disabilities modifications within general education to meet appropriate learner outcomes; d belongingness, equal membership, acceptance, and being valued; and e collaborative integrated services by education teams.
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Ryndak and colleagues found that these experts believed inclusion students should be placed in general education settings surrounded by general education students of approximately the same age. They stated that inclusion should occur on a regular basis for the majority of the school day as if the inclusion students did not have a disability.
The experts indicated that students with disabilities should be included in both academic and non-academic settings to maximize experiences interacting with students without disabilities. Ryndak and colleagues also reported that experts expressed concern regarding the support services, modifications to curriculum, and individualized instruction students with disabilities should receive in the general education classroom. Experts surveyed in the study indicated that general and special education teachers should collaborate to support inclusion students in reaching their full potential.
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Other researchers agreed that collaboration is needed to support students with disabilities in general education settings Wehmeyer et al. The penultimate proponents of inclusion, according to the experts in Ryndak and colleagues study, discussed the pervasive nature of inclusion.
The experts reported that inclusion must be established throughout the entire school system, not just in individual classrooms or schools. These expert educators also purported that inclusion was a complete integration of general and special education to meet the specific educational, physical, and emotional needs of each child.]
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