Professional Documents
Culture Documents
3 Inclusive Education
3 Inclusive Education
3 Inclusive Education
AND
INCLUSIVE EMPLOYMENT
A.
2007, p.101):
classes
for
students
with
educable
mental
retardation
was
discriminatory (p.12)
4. In Oberti vs. Board of Education of the Borough of Clementon
School Districts (New Jersey, 1992), the court ruled that that a selfcontained special education class was not the least restrictive for a
student with Down Syndrome. The court ruled that school districts were
obligated to first consider regular class placement with supplementary
aids and services, before considering alternative placement (p.13)
A. Mainstreaming
Mainstreaming describes the process of integrating students
B. Inclusion/Mainstreaming/Integration
Inclusion implies that all students should be included in
A. Teachers positive attitudes towards students with special needs: (1) capacity to
enhance social relations. (2) views about student diversity and their willingness to deal
with those differences
B. Teachers knowledge, skills, expertise to address diversity of students learning and
behaviour needs: (1) pedagogical approaches, and (2) teaching methods and materials.
C. Teachers critical need for support from inside and outside of the school: school
leaders, community, parents and government
D. Governments clear view on inclusion and provision of adequate support
B. Thousand and Villa (1995) noted five ingredients critical to the successful
transition and maintenance of students in Vermont public schools (U.S)
inclusive settings. These are (1) administrative support, (2) the development
of commitment on the part of instructional staff, (3) a means for getting
specialized expertise into the classroom, (4) a process for collaboratively
planning and teaming and (5) a systematic transition-planning process
(p.289)
challenges
are
teaching
assignments,
class
E. Teacher education institutions must be open to non-categorical preservice programs wherein they can learn collaborative problem-solving,
something that is new and different as when they were teachers of selfcontained classrooms.
F. Teacher education institutions can likewise advance knowledge as
they continue to do research studies aimed at identifying the process,
pedagogical approaches and evaluation
3. Interactive, small group contexts facilitate skill acquisition and social acceptance for
students with disabilities in general education classrooms.
4. Friendships do develop between students with disabilities and their typical peers in
inclusive settings.
B. Advantages for students without disabilities
1. The performance of typically developing students is not compromised by the presence
of students with disabilities in their classroom.
2. Typical students derive benefits from their involvement and relationships with students
with disabilities.
3. The presence of students with disabilities in the general education classroom provides
a catalyst for learning opportunities and experiences that might not otherwise be part of
the curriculum.
D. Economics
While start-up costs may initially increase the cost of inclusive services, the
costs over time decrease, and are likely to be less than having segregated forms of
service delivery.
Mastropieri and Scruggs (2000) define full inclusion as the practice of serving
students with disabilities and other special needs entirely within the general
classroom (p.8).
There are proponents who use the term full inclusion as a guiding theme or goal in
establishing inclusion programs. McLeskey and Waldon (1996, p.152) caution that the
term full inclusion implies that the purpose of inclusion is to include all students for all
the school day in every school setting, preschool through high school. The concept of full
inclusion has been the target of criticism (Hallahan & Kaufman, 1995). Its goal connotes
the place where students with disabilities go for their education. Thus, the term full
B. Can the needs of the student be successfully met in a general education classroom?
C. Can intensive, short-term services in a separate setting be provided that will give the
student skills to function better in a real-world setting such as the general classroom?
(p.153)
15. Will individuals with disabilities be able to find work? Are there
laws which prohibit private employers from discriminating against
qualified individuals with disabilities? Who is a qualified employee
with a disability?
In the U.S. The Americans with Disability Act (ADA) of 1990(P.L 101-336)
prohibits private employers, employment agencies, and labor unions from discriminating
against qualified individuals with disabilities in job application procedures:
A. Hiring and Firing
B. Advancement
C. Compensation
D. Job training
E. Other terms, conditions, and privileges of employment (Schloss et al., 2007,
p.12)
reasonable accommodation, could perform the essential functions of the job in question
(Schloss et al., p.12)
1. Making existing facilities used by employees readily accessible to and usable by persons with
disabilities;
2. Restructuring jobs, modifying work schedules, and reassigning to a vacant position;
3. Acquiring or modifying equipment or devices; and
4. Adjusting or modifying examinations, training materials, or policies; and providing qualified readers or
interpreters
C. Undue hardship is defined as an action requiring significant difficulty or expense when considered
such as employers size, financial resources, and the nature and structure of its operation.
D. An employer is not required to lower the quality or production standards to make an accommodation,
nor is an employer obligated to provide personal use items such as glasses or hearing aids (Schloss et
al., 2007, p.12)
E. For most students with disabilities, the general education classroom may be
appropriate, particularly with consultation support.
Polloway
comparison
are
et
al.
rough
(1985)
remind
estimates.
The
that
Inhelders
individual
with
the
proficiency,
teaching
cycle
independent
(acquisition,
practice,
guided
practice,
maintenance,
and
generalization)?
8. What is a curriculum?
A curriculum is defined as an overall plan for instruction
design
ensures the
redundancy.
These are:
A. Remediation academic and social skills remediation
involves the lessons and activities that actually occur in the classroom
or other instructional settings. This includes informal aspects of
teaching, such as incidental or conversational comments made by the
teacher. The taught curriculum also involves instructional materials,
such as textbooks, worksheets, and electronic media with which the
students interact. These materials, however, do not constitute the
curriculum, no matter how organized or detailed they are (Nolet &
McLaughlin, 2000, p.16).
misconceptions,
incomplete
information
from
an
incompetent teacher; or
are:
A. General education or regular curriculum-students may
A. Curriculum Modifications
1. Curriculum adaptations-modification that change the way content
strategies,
strategies)
cognitive
strategies,
and
student-directed
learning
learning
Modifications
to
classroom
variables
such
as
18. What are the instructional strategies and curricular approaches found
to be effective with students in inclusive classrooms?
Skippers (2006) review of research literature led to a list of curricular
and instructional strategies. The list is categorized into four areas:
A. Curricular approach
B. Instruction
Different ways of learning, differentiated instruction
(e.g., universal design for learning)
Linking instruction to real situations
Use graphic organizers
Use of computer assisted instruction
Direct and explicit instruction