INCLUSION MODEL OF SPECIAL EDUCATION.   Term Paper ID:25021 Click to get this paper

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Paper Abstract: Definition, goals, legislation, benefits, effectiveness, two case studies. Paper Introduction: The goal of special education in the United States has been to enable children with special needs to become full members of our society. Inclusion beginning at a young age is the appropriate method to accomplish this goal. For young children, society consists of their families, friends, and often a preschool environment. An environment of inclusion means that the child with disabilities or special needs is accepted within this world. Young children are adaptable and accepting of other children. The benefits of the inclusion model of special education out-weigh any negative factors. The question of the inclusion of special needs children within the regular school system was first addressed legislatively in 1973 with the passage of the Rehabilitation Act of 1973. Section 504 forbid discrimination based on a person's Text of the Paper: The entire text of the paper is shown below. However, the text is somewhat scrambled. We want to give you as much information as we possibly can about our papers and essays, but we cannot give them away for free. In the text below you will find that while disordered, many of the phrases are essentially intact. From this text you will be able to get a solid sense of the writing style, the concepts addressed, and the sources used in the research paper. C.J. encountered with inclusion resultedfrom her behavior. was diagnosed at age two with a seventy-decibelhearing loss in both ears and severe language difficulties. The mother was able to inform the children that C.J. For young children, society consists of their families,friends, and often a preschool environment. The sighted children benefitted from Ryan's presence by expandingtheir community to include a different category of person. Children participate in the classwithout specialized individual instruction. Theylearned, without realizing it, that people gain information and learn indifferent ways which are equally valid. Ryan'spresence in class was supported by a variety of support systems. begankindergarten showed her language development at age appropriate levels andonly a slight articulation problem. Section 5 4 forbiddiscrimination based on a person's handicap by any federal agency, defensecontractor, public university, or any other agency receiving federal funds(Shapero, 1993, p. and otherchildren with impairments at an early age because the prognosis is greaterthat they will be productive members of society--not unemployable drains onsociety's social service system. The self-esteem of all children is increased inthese settings. Inclusion within the educational system at an early age has majorbenefits to the child with a disability and to the other children in theclassroom or who form the special need child's peer group. This move was made on the request of theparents and with trepidation on the school district's part. New York: Times Books.----------------------- 8 Five months later C.J. Scherich, D. L. Society will benefit from including both Ryan, C.J. The amount and frequency ofspecial instruction does not seem to impact on the degree the childparticipates in the class activities (Janko, et al, 1997, p. Janko, S., Schwartz I., Sandall, S., Anderson, K., & Cottam, C.(1997). Thistype of lesson plan is ideal for use in integrated settings because of itsability to target multiple skills for development and to include otherchildren in the target lesson. will need only minimal intervention to function fully inschool and society. She beganworking with a speech and language specialist, and received hearing-aids bytwo-and-a-half. Young children are adaptable and accepting of other children.The benefits of the inclusion model of special education out-weigh anynegative factors. 21). They learned tovalue the contribution of the individual, not just see his handicap. The increased funding spent for inclusion inpreschool means that the school district will save money in the long run. The peer mediators (friends) can take pride in the helpthey give to another individual and they gain in playing well together(Kozub & Porretta, 1993, p. Shapiro, J. The children learned tolerance andpatience. Society gains in several ways. "Using ecological assessmentin daily program planning for children with disabilities in typicalpreschool settings." Topics in Early Childhood Special Education, 16, 66-81. Children with special needs placed in inclusive classrooms learnskills in a normalized environment. 4 3). Hisregular teachers consulted with the vision specialist regularly. The major difficulty C.J. Inclusion at an early age will increase the abilityof individuals with disabilities to build natural support systems forthemselves and to be accepted by their peers as they enter the work-force.Social barriers to employment will have been eliminated. School children learn tolerance,patience, and flexibility--there is more than one way to learn a skill oraccomplish a task. Private preschools and day-care centers could not exclude children based solely on the child'sdisability. The room was noisy and there waslittle structure and formalized language training for the class. Parents could no longer have their youngchildren with disabilities excluded from public preschools run by schooldistricts or federally funded like Head Start. Visits were made to the new preschool three times before placement.The children in the class were informed and given a chance to ask questionsabout C.J.'s hearing-aids and given direct information about how to helpher at circle. An environment of inclusionmeans that the child with disabilities or special needs is accepted withinthis world. As herlanguage skills and knowledge of the classroom routine, structure, andconsequences grew, her behavior became acceptable. Inclusive education maybe less expensive in the long-run, and people will be more tolerant ofindividual differences. Haney, M. The majority of disabled individuals want to work and tend to makeexcellent employees. languageability at this time was limited to labeling and two-word sentences whichcould be understood about 5 percent of the time. No pity: People with disabilities forging anew civil rights movement. The children included C.J.quickly and learned to tap her shoulder to gain her attention. Thechildren accepted C.J.'s hearing aids and later her auditory-trainer thesame way children with glasses were accepted. This protection did not extendto preschool children or younger children until 1986 when the act wasamended and became known as the Individuals with Disabilities Education Act(IDEA). 29 ).Specialized instruction may become a barrier to full participation. This meant that early childhood special education departmentswould be required to educate special needs youngsters in the leastrestrictive environment. Intervention and inclusion at a youngage mean that C.J. was transferred to an academic preschool witha structured academic emphasis. Kozub, F.M., & Porretta, D. Speech and language supportservices were provided. Languageprogress was slow. received speech and language training for one hour a week andher teacher had regular consultation time with her speech and languagespecialist. Language testing completed in September of 1997, when C.J. Thequieter and more structured environment enabled her to focus on theteacher's lessons as well as on the children she played with during freeplay. It also develops life skills in otherchildren and promotes the use of peer mediators in activities (Haney &Cavallaro, 1996, p. The mostimportant of these developed naturally with his peers. References Erwin, E.J., (1996). "Beyond microsystems: Unanticipated lessons about the meaning ofinclusion." Topics in Early Childhood Special Education, 17, 286-3 6. (1993). Ryan, a visually impaired child of three, was placed as the onlydisabled child in a regular preschool class (Erwin, 1996). P. All of these are valuable lessons in life for all children tolearn. The childrenwere not given information that Ryan had severe difficulties seeing. & Cavallaro, C. C. Her friends know how to get herattention and communicate. If preschool-aged, special-needs children are integrated into aschool setting with the same children they are likely to encounter inkindergarten and elementary school the children will have already developedsocial skills and relationships with each other and a natural supportsystem will have developed. 27). C.J.'sdesire to join in play increased her attention to language details. Thechild with a disability may not learn the same skills in an inclusiveclassroom compared to a self-contained special education classroom but willlearn and develop skills and natural support systems if allowed. C.J. didwant to play with them but she needed to see their faces to hear them. (1996). 71). She would hit instead of speaking when frustrated, turnher back if she did not want to hear something, and throw things. (1996). The laws were now biased in favor of including all children insociety. She was to beresponsible for the whole class but be available to provide individualsupport for Ryan in a non-intrusive way when needed (Erwin, 1996). 65-66). Butz, and C. An extra aide wasassigned to the classroom as a "hands off" aide for Ryan. At five she is able to ask for help, or forinstructions to be repeated when needed. Preschool environments had to be opened to youngchildren with disabilities. Two-thirds of individuals with disabilities areunemployed and live off of social service benefits (Scherich, 1996, p. (1993). This tends to increase the development ofnatural supports for the disabled child and give more independence to thechild. Inclusion is a win-win situation for allschool children and for society. The classroom contained multiple areas andchildren floated between areas freely. At three she entered a montessori preschool as one of twochildren with disabilities in a class of 18. The question of the inclusion of special needs children within theregular school system was first addressed legislatively in 1973 with thepassage of the Rehabilitation Act of 1973. The goal of special education in the United States has been to enablechildren with special needs to become full members of our society.Inclusion beginning at a young age is the appropriate method to accomplishthis goal. Another child was entered into a private academic preschool for afull inclusion program (L. The use of ecologically based activity plans instead of thetraditional lesson plan can improve integration experiences for theinstructor and for the children involved (Haney & Cavallaro, 1996). Young childrentend to be more accepting of a child's differences than older children andadults. "Meaningful participation in early childhoodgeneral eduction using natural supports." Journal of Visual Impairment &Blindness, 9 , 4 -411. Aftera couple of months, the children would naturally give Ryan verbal clues asto where they were, where the toy he was looking for was, who he wastalking to, and allow him extra time on tasks which would normally be aidedby vision such as climbing the slide (Erwin, 1996, p. Hare, personal communication,February 26,1998). "Including athletes withdisabilities: Interscholastic athletic benefits for all." Journal ofPhysical Education, Recreation, and Dance, 67, 19-24. He alsoreceived vision services and occupational therapy after school. In 1976, the right of disabled children toreceive a free public school education was guaranteed with passage of TheEducation For All Handicapped Children Act. "Job accommodations in the workplace forpersons who are deaf of hard of hearing: Current practices andrecommendations." Journal of Rehabilitation, 62, 27-35. C.J. If this paper is not what you are looking for, you can search again: Search for: or Click here to request an essay written just for you.