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Essay Subject: Examines legalities of special education related to DS students, policy of inclusion in public education, needs & treatment of special students in general.... More...

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Paper Abstract: Examines legalities of special education related to DS students, policy of inclusion in public education, needs & treatment of special students in general. Paper Introduction: SPECIAL EDUCATION: DOWN SYNDROME STUDENTS IN PUBLIC EDUCATION: INCLUSION SETTINGS If one pictures the Down syndrome child or adolescent as the stereotypical “drooling idiot”, one will more than likely have difficulty picturing such a child mainstreamed in a public school classroom. If, however, one pictures a person like Chris Burke, the young actor on a popular television series and current editor of News and Views, a magazine written by and for young adults with Down syndrome (DS), one may come to the conclusion that full inclusion could be beneficial to all concerned, students, teachers, parents and society alike. Inclusion differs from mainstreaming in that the DS student is fully included in the classroom, as opposed to being a visitor. In traditional mainstreaming a DS student might p 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. 5). Additionally, persons with DS are protected by Section 5 4 of theRehabilitation Act of 1973, which is a civil rights law "designed toprohibit discrimination on the basis of disability in programs andactivities, public and private, that receive federal financial assistance.The law creates the responsibility to provide a free, appropriate publiceducation" (Federal Disabilities Legislation, 1996, p. Inclusion is not tantamount to dumping, despite the fears of someeducators and many parents. In fact DS children can "learn to sit, walk, talk,play, toilet train and do most other activities-only somewhat later thantheir peers without Down syndrome" (General Information, 1998, p. Available: http://www.ndss.org/information/educational_info.html. 3). Available: http://nccic.org/pubs/passages/appx2.html Educational information. Inthis day and age, it is likely that DS adults will find gainful employment,live independently from their families, may marry, and possibly havechildren (General Information, 1998, p. Increasing productivity, creativity, and collaboration over time (Ripley, 1997, p. Teachers reported that the most common modifications they made to accommodate the needs of the Down syndrome child were individual and small group instruction, and that it was not necessary to modify their classroom behavior modification strategies. Resources include time, money, and professional assistance.Principals play an extremely important leadership role by facilitatingcollaborative efforts between instructional personnel. The National Down Syndrome Society conducted a survey of teachers in1996 and found that "92% of 12 regular classroom teachers rated their experience of having a Down syndrome child in their classroom as excellent. Child CareBulletin, 1 , 8-11. If,however, one pictures a person like Chris Burke, the young actor on apopular television series and current editor of News and Views, a magazinewritten by and for young adults with Down syndrome (DS), one may come tothe conclusion that full inclusion could be beneficial to all concerned,students, teachers, parents and society alike. Some research has shownthat individuals with mosaic DS are "less affected than those with trisomy21", the more common form of DS (General Information, 1998, p. Part B of the Individuals with Disabilities Education Act is theState and local grant program through which millions of children withdisabilities ages 3-21 receive special education and related services.Section 619 of Part B of the IDEA is the preschool grants program, which"expands the requirement of free appropriate public education to includeall eligible preschool children with disabilities age 3 through 5", and insome caseseven as young as age 2 (Federal Disabilities Legislation, 1996, p. 4). Reese, Debbie. Inclusion, its supporters assert, is not just a passing fad.Numerous federal district court decisions have "affirmed the right of DSstudents to attend regular classes full time when the educational benefitsfor the student warrant such a placement. In practice, inclusion "is theeducational process by which all students, even those with disabilities,are educated together, with sufficient support, in age-appropriate, regulareducation programs in their neighborhood schools" (Educational Information,1998, p. 2). 1). Demonstrate increased acceptance and appreciation of diversity; 2. Available: http://www.ndss.org/information/educational_info.html. Every teacher needs to study teaching techniques, subjectarea(s), disability, individualization, accommodation, and skills forcollaboration in the classroom" (Ripley, 1997, p. 1). It is clearthat special education teachers must build on their special needs students'existing skills by teaching easier tasks and then graduating to moredifficult tasks, but this makes sense for all students, not just thespecial needs students. In a different study teachers at the early childhoodlevel(preschool) report "not necessarily needing more staff, money, orexpertise, but rather support from peers andspecialists, willingness to adapt to new environments, and positiverelationships with families" (Turner, 1996, p. Inclusion differs from mainstreaming in that the DS student is fullyincluded in the classroom, as opposed to being a visitor. New York, NY: National Down SyndromeSociety. Show greater development in moral and ethical principles; 4. Traditionally, teachers are issued one to a classroom and they workin relative isolation and autonomy. DS students are trainable, educable, and employable. There is, undeniably, a need for reform in the way we educate specialneeds children. Properly educating the child with DS becomes a matter of greatimportance when one considers not only their extended life expectancy (55years, up from 9 years in 191 ) but also their proven capacity forlearning. A DS child's curricular goals and needs may be different from thoseof other students, but those needs can be met through a carefully createdand thoughtfully implemented plan. Teachers do not work in a vacuum. (no date). Create warm and caring friendships; 5. Available:http://ericps.crc.uiuc.edu/npin/pnews/1998/pnew198/pnew198c.html It is important to begin intervention services shortlyafter birth in order to help children with DS develop to their fullpotential. (1997, July). However, onlyfuture studies of the successes or failures of adults living with DownSyndrome, who were once educated in inclusive public classroom settings,will tell for certain. It has been suggested that collaboration should be taught as part ofteacher preparation programs and this must begin with the "understandingthat all teachers will be working with both typical and special needsstudents. (1996). Educational programs of high quality, a stimulating home life,and good medical care can enable people with DS to become fullycontributing and productive members of their families and communities. 1 ). (1997, March). Today one hears the word mainstreaming lessand less, and when it is used it means something closer to involving DS(and other special needs students) in a range of options that includepartial classroom involvement to complete classroom involvement with someservices offered outside the classroom. Available:http://ericps.crc.uiuc.edu/npin/pnews/pnew397/pnew397i.html Ripley, Suzanne. Support refers to certain resources andstrategies to be employed on behalf of persons with disabilities that willultimately enhance their independence or interdependence, as appropriate;their overall productivity; their ability to be integrated into thecommunity; and their general satisfaction with their lives. 2). 1). (1998, January). This is where the IEP comes inhandy. However, as children withdisabilities enter the regular classroom, collaborative or cooperativeteaching between general education and special education teachers willbecome the norm. Creating learning and teaching environments in which each educator's and student's contributions are valued; 4. The concept of support is a key ingredient in the Individuals withDisabilities Education Act. Planning, monitoring, and support are all part of asuccessful inclusion program. Available:http:/www.ed.gov/databases/ERIC_Digests/ed4 9317.html Turner, Diane. In 1959, Jerome LeJeune, a Frenchphysician, identified DS as a chromosomal anomaly in which there were 47chromosomes present in each cell instead of the usual 46 chromosomes. Support, asdefined, can be provided by technology, individuals, agencies, serviceproviders, and others. A child with special needs is not supposed tobe placed in a classroom without adequate support and appropriate services. The type of supports are easily grouped into eightfunctions: befriending; financial planning;employee assistance; behavioral support; in-home living assistance;community access and use; health assistance; and teaching. (1998). Typically, "the primary responsibility of general education teachers is to use their skills to instruct students in curricula dictated by the school system...the primary responsibility of special education teachers is to provide instruction by adapting and developing materials to match the learning styles, strengths, and special needs of each of their students...general educators bring content specialization, special education teachers bring assessment and adaptation specializations...their collaborative goal is that all students in their class are provided with appropriate classroom and homework assignments so that each is learning, is challenged, and is participating in the classroom process" (Ripley, 1997, p. The school district mustbe committed to planning in order to ensure that all resources will beavailable. Washington, DC: ERIC Clearinghouse on Teachingand Teacher Education. 3). A review of the failures of the past 25-5 years of publicschool special education programs easily makes the case for reform.Perhaps inclusion is the panacea that its supporters claim. (Wilson, 1998, p. 1). 2). Notably absent in the professional literature is anintelligent criticism of inclusion or an even-handed discussion of thesuccesses and limitations of inclusion. THE teacher as "Head of the Class" isa fixture in most of our childhood memories. Community spotlight: Welcoming babieswith Down Syndrome. 1). The educational implications of inclusion would seem to be addressedby quality teaching techniques, period. 2). Develop better communication and social skills; 3. Inasmuch asmotivation is an important factor in achieving success in implementinginclusion, the district and the principal should encourage and providestaff professional development opportunities. At this point in time, three types of chromosomal abnormalities thatcause DS have been identified: Trisomy 21, mosaicism, and translocation.Trisomy 21, mosaicism, and translocation produce different characteristicsin the affected individual, which begins to explain the range of abilitiesand health issues that are associated with DS. SPECIAL EDUCATION: DOWN SYNDROME STUDENTS IN PUBLIC EDUCATION: INCLUSION SETTINGS If one pictures the Down syndrome child or adolescent as thestereotypical "drooling idiot", one will more than likely have difficultypicturing such a child mainstreamed in a public school classroom. Research shows that the benefits of inclusive classrooms actuallyextend beyond pure academics. In traditionalmainstreaming a DS student might participate in a "regular" classroom for aportion of the day or for just a special project, which was more thanlikely nonacademic in nature. Because public perception and prevailing myths about DS are importantfactors in the successful adoption of inclusion as a philosophy andpractice in public schools it is necessary to briefly discuss the realitiesof DS. Of more recentfame and controversy, is the Americans with Disabilities Act (ADA), whichis a comprehensive federal civil rights law that protects individuals withmental or physical disabilities from discrimination in the workplace,public transportation, public accommodations, telecommunications, and more. Teachers in inclusion settings mayfind that hands-on materials are more meaningful than pictures; thatdemonstrations are more instructive than verbal directions, but isn't thistrue in most classrooms, regardless of student disability? 2). Included in the definition of public accommodations (Title III) are familychildcare homes, nursery schools, and Head Start programs (FederalDisabilities Legislation, 1996, p. It would seem that inclusion ishere to stay and there is an abundant supply of commercial curricula forparents and teachers of special needs students, videos and books onsuccessful implementation of inclusion, books detailing family andindividual experiences with public education, legal advice, parent supportmaterials, and advocacy organizations to ensure that inclusion does,indeed, stay. Demonstrate increased self-esteem (Turner, 1996, p. 1). Nearly all the teachers (91%) indicated that they need more training and preparation before working with a Down syndrome child (Sack, as quoted in Reese, 1997, p. Confidence in one's partner's skills; 2. Parts of this law were formerly known as the Education for all Handicapped Children Act of 1975, as PL 94-142, and as the Education of the Handicapped Act (EHA) of 1986" (Federal Disabilities Legislation, 1996, p. Available:http://nccic.org/pubs/passages/appx2.html Wilson, Pam. 4), which makes providing a quality educational experience imperativefrom the individual's standpoint, as well as from society's standpoint.Frankly, providing a quality educational experience is the only ethicaloption available to a country that requires its children to recite dailythe Pledge of Allegiance, which ends with the words "with liberty andjustice for all." However, since the moral imperative isn't compellingenough for some, providing equal access to education is also a legalobligation. In this way, inclusion assures that undue burdens will not be placed onteachers and peers. Inclusion, with its focus onoutcomes, is the spirit of the Individuals with Disabilities Education Act(IDEA) and a trend for the future" (Educational Information, 1998, p. Teachers in effective inclusion programs"adapt their activities to include all students, even though theirindividual goals may be different" and, generally speaking, teacherresponses to this concern have been along the lines of "it has helped us tobetter focus on meeting the needs of every child in our program" (Turner,1996, p. The case has been made that children with DS are "more like typicallydeveloping individuals than they are different," though there is greatdiversity in terms of personality, learning styles, intelligence,appearance, etc. Combining their skills can make"both teachers more effective in meeting the needs of all students" (Dieker& Barnett, as quoted in Ripley, 1997, p. Ithas since been determined that an extra partial or complete 21st chromosomeresults in the characteristics associated with DS, also known as trisomy 21(General Information, 1998, p. 2). 2). Looking at the respective skills of the generalist and the specialistallows us to understand the efficacy of such a partnership. Under the legislation, states have the responsibility to provide a free, appropriate public education and must develop an Individualized Education Program (IEP) for each child served. All people with DS have some level of mental retardation; however,the level usually falls into the mild to moderate range (IQ 7 -75).Contrary to popular opinion, simply stating that a person has an IQ of 7 -75 is "not indicative of the many strengths and talents that eachindividual possesses. New York, NY: National Down SyndromeSociety. Historically speaking, DS was first accurately described in 1866 byJohn Langdon Down, an English physician. The concern most often expressed by parents and someteachers is: will inclusive classrooms hinder the academic success ofchildren without disabilities? Of interest: The education of Downsyndrome children. Thus far, children in inclusive classrooms: 1. REFERENCES Dicker, Sheryl, & Schall, Ellen. Early years are learning years: The benefitsof an inclusive education: Making it work. Parent News, 1-2. Available:http://nccic.org/pubs/passages/appx2.html General information. A 1996 study found that five planning themes are necessary foreffective co-planning and co-teaching: 1. Federal disabilities legislation. Collaboration between general andspecial education teachers. The Individuals with Disabilities Education Act (IDEA) is a federaleducation program which provides financial assistance to State and localagencies in order to, "guarantee special education and related services to eligible children with disabilities, aged birth through 5. Designing active learning environments for both the educators and students; 3. 2). The skills and confidencegained from such participation will help teachers achieve the goals theyhave set for themselves and their students (Ripley, 1997, p. Parent News, 1-8. They arehighly responsive to their physical and social environments (GeneralInformation, 1998,p. (1998). Perhaps, to a greater extent than in a homogeneoussetting, teachers must break longer, more involved tasks into smallersteps, but this shouldn't be a burden for the competent teacher. Developing effective routines to facilitate in-depth planning; 5. This can be accomplished with a minimumof stress and difficulty on the teacher's part, as a recent study ofteachers indicates. 1). And,inasmuch as reinforcing and shaping accurate performance, both behaviorallyand academically, should be a part of every teacher's daily behavior, alittle extra reinforcement offered to DS students shouldn't be taxing forthe caring teacher. Washington, DC: NationalAssociation for the Education of Young Children. An effective team of teachers, working asequal partners in "interactive relationships, with both involved in allaspects of planning, teaching, and assessment" and collaborating oncurricula and instruction are key to the successful implementation ofinclusive education (Ripley, 1997, p. 1 ). The pairing of professional knowledge, perspectives andskills, as well as the sharing of goals, decisions, classroom instruction,responsibility for students, student assessment, problem solving andclassroom management are thought to be in the best interest of allstudents, not just the disabled. (1996, July/August).Developing inclusive programs for children with disabilities. 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.