Sarah Sell ELD 355- Teaching in the Inclusive Middle School Classroom Mrs. Adascal 7 Mr.

Mathews

April 13, 2011 Midterm

1. Define inclusion. Explain the pros and cons of inclusion. Discuss the benefits and shortcomings involved in inclusion Inclusion is a detrimental element to a special needs students education. It is a philosophy for structuring schools so that all students are educated together in a general education classroom. The philosophy and process must evolve over time and are different within every school district. Students with special needs attend and meaningfully participate in classes with same age peers making the general education classroom the least restrictive environment (LRE) in this particular situation. In inclusive classrooms, students can work on different goals and tasks at the same time non special education peers complete other work and are provided with the necessary supports to learn in a regular, classroom, school, and community environments. A final significant component to inclusion is that the schools relates to fairness, not equality. Fairness means that all students will get what they needit is the basis for ensuring that all students have their individual needs met through a process that carefully assess what they need in order to be successful (Dieker,5). In other words, fairness is not sameness. Inclusion is a controversial issue is several school districts around the country. As Mr. Mathews and Mrs. Abascal explained, an official in their school district believes that it is just a fad and that it will fade with time. Despite the negative feelings so me feel towards it, it has a variety of positive aspects and benefits. One of the greatest advantages is that disabled children experience how to function in a realistic setting. With this comes greater value and accepting of an individual difference by the school and community and it helps the special education students to develop friendships. Other benefits revolve around the classroom structure. Inclusion provides more individualized attention and a smaller class size for the special education student to work in and all learning styles are met for both classified and non classified students. Parent participation

improves, non classified students and classified students achieve greater successes academically, and teachers and administrators learn more about differentiating instruction and working with special needs children. As many benefits as there are to inclusion, there are also some disadvantages to the philosophy. Some programs may need to be redesigned and with the state of the education budgets for the state of New Jersey recently, administrators would rather not restructure programs with the little money they still have in the budget. Some teachers also may not have the proper training and support to instruct special needs children in a general education classroom and once again, districts do not have the money to send the teachers back to school to earn such degrees. Aside from disadvantages that could be solved with nonexistent money in the education system, other cons of inclusion are disruptions in general education classes by the disabled child, parents fear their child will lose the individualized support, and simply, not all children benefit. Overall, inclusion settings have been monumental in transforming special education in our schools today and should be supported more than disapproved of by uneducated onlookers.

Sarah Sell ELD 355- Teaching in the Inclusive Middle School Classroom Mrs. Adascal 7 Mr. Mathews

April 13, 2011 Midterm

2. What is an IEP? Why and how will you use it when planning instruction? How will an IEP assist you in creating and operating your classroom? IEPs are essential element to inclusive instruction. IEP stand s for Individualized Education Plan and essentially they describe the types of instructions teachers must provide for an exceptional students needs. The goal of an IEP is that every student with a disability be offered a free, appropriate public education under the IDEA (Individuals with Disabilities Education Act) laws. The plan must be approved by the parents or guardians of the child and vary in structure, form and components depending on the childs needs. A meeting is held each year with parents, a representative from the district, general education teacher, special education teacher, and sometimes the child to outline the instructional tools and methods needed to meet students needs clearly and legally. IEPs are important when planning instruction as well as creating and operating the classroom. When planning instruction, you must follow what is stated in a students IEP to keep fairness (not equality) in the classroom. As Mr. Mathews and Mr. Abascal stated in a story about one of their students who advocated for himself on the modifications to his grading which was outlined in his IEP, not all students are capable or able to self advocate. Elementary students or children with severe disabilities need an IEP as their voice for a fair chance at an education and opportunities to succeed. The IEP will not only describe the form of instruction that is required for special education students, but it will also have details concerning classroom operations and structure. For example, the location where a child sits, the number of times you can call on them to answer questions, and allotting more time during examinations may be listed in the IEP and must be specifically followed by the general and special education teachers. Personally, a students IEP will effect my instruction by making modifications to the presentation of

information, the style and arrangement of class work, and the amount and type of homework I assign. All of these things and more must be according to one or more childs IEPs. More so, I may have to rearrange the structure of my classroom in terms of layout, time and routines for a childs needs to assure their success in my room. With this being said, I would gladly make any modifications to my classroom, instruction, and whatever else is required to accommodate the needs of my students under what is stated in their Individualized Education Program.

Sarah Sell ELD 355- Teaching in the Inclusive Middle School Classroom Mrs. Adascal 7 Mr. Mathews

April 13, 2011 Midterm

3. Define IDEA 2004. Under this law, what if your roles and responsibility as a general education teacher? IDEA 2004 has had a profound impact on school districts through the laws and regulations it places on special education programs. IDEA 2004 is the Individuals with Disabilities Education Act reauthorized in 2004 that outlines laws pertaining to disabled childrens educations. IDEA 2004 covers topics in a special needs childs education including early interventions, evaluations, placement decisions, SLD classification, behavior, due process, elimination of short term goals and benchmarks, transitional goals, medication, attendance at school and IEP meetings, changes to IEPs, and moving. These laws are put into place to assure the child receives free, appropriate public education but with the proper conditions and modifications to the school and classroom. Also under IDEA the primary teacher of record must be certified in the content area the he or she is teachingthis change has been positive in that it provides students with disabilities access to teachers who have specialized content knowledge and skills to content area courses (Dieker, 14). Teachers certified in a content area as well as special education greatly benefits special needs students because now they may receive opportunities to curricular experiences general education students receive. IDEA 2004 has reshaped education for the 21st century as well as teachers interactions with special education students. As an educator, the roles and responsibilities under the law are significant to the childs teaching and learning. It is the teachers responsibility to be familiar with the laws and regulations within IDEA 2004 and uphold them to the best of their ability, similar to making modifications in the classroom to a students IEP. If an educator is unable to meet any of the regulations stated in IEDA 2004, IDEA outlines school wide supports and specialist teachers can

seek to help him or her meet the childs needs. Teachers must comply with the laws so that students receive the most efficient and effective education in terms of settings, structures, placements, and modifications. IDEA 2004 is important for maintaining the fairness, not the equality, as it describes the processes teachers must consider and take to providing their students with the best education possible. As teachers following the laws of IDEA, they are responsible observing students, assessing them of their goals/ achievements, and overall working with the child, parents, and school officials to assure instruction is meeting the students needs. From the initial IDEA in 1990, its reauthorization in 2004 has paved the way for more successful learning and teaching of special education students.