Inclusion+Issues

When different groups end up on different tracks based on variables such as gender, ethnicity or socioeconomic status than on individuals ability even when grades and test scores are controlled. || || [|Link] || I am a fan of limited inclusion. I don't think full inclusion is the best route for the severely disabled. Including the severely disabled in the regular classroom will take more of the teacher's time away from the other students. Including students with mild disabilities is a good thing. || || [|Link] || Standardized test can also put more pressure on the students, especially if they are High-Stakes test, if you pass you graduate, if you fail you do not. ** || || [|Link] || Favoritism in the classroom can lead to the development of a social environment that interferes with the ability of all students to learn. This is often demonstrated by the way you interpret similar behavior. What might be viewed as "cute" or "clever" for one students might be considered as insolence for another. || || Link || - in the late 1970s, one million children with disabilities did not attend school at all. -the law requires that they be educated in regular classrooms to the maximum extent possible -The fact that about 95% of classrooms enroll one or more learners with disabilities means that you are certain to have students with special needs in the classrooms where you teach -You will need to understand how to work with these students and their parents in order to help them achieve their potential. || || [|Link] ||
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 * Bingaman, Tracy A. || **Inclusion Issue-A principle associated with federal regulations for services to learners with disabilities that requires schools to provide learners with disabilities education within a regular school classroom where special aids, supports, and instructional accommodations are made to respond to their needs and where such learners are welcomed as class members. The ideal pros is that students will gain from coming in contact with individuals whose personal characteristics differ from their own. The cons is that it could slow down the entire classes learning speed.** || [[image:inclusion.jpg width="153" height="200"]] || [|Link] ||
 * Ericsson, Kristen K. || **Due Process- a guarantee provided by the US Constitution that requires certain steps and procedures to be followed before a person is denied rights guaranteed by the Constitution. Often used as an appeal process for parents to resolve issues with school districts about their child's IEP (Individualized Education Program).** || [[image:http://www.radisson.com/rad/images/hotels/TAHITI/meeting2%20%28450%20x%20291%29.jpg width="135" height="81"]] || [|Link] ||
 * Evelsizer, Ross J. || **“de Facto segregation” segregation (especially in schools) that happens in fact although not required by law. A natural separation of people by race without the assistance of rules or regulations.** || [[image:imagesCAXW0W4S.jpg width="163" height="114"]] || Link ||
 * Geistfeld, Matthew J. || **Milliken v. Bradley - Supreme Court decision which denied courts authority to order busing between districts to meet the goal of excluding "de facto segregation", making busing an option only inside each district. As a result, many inner-city schools became overwhelmingly African American, Latino, or both. While many suburban schools becaome primarily white.** || [[image:Supreme_Court.jpg width="164" height="127" link="@http://images.search.yahoo.com/images/view?back=http%3A%2F%2Fimages.search.yahoo.com%2Fsearch%2Fimages%3Fp%3DSupreme%2BCourt%26ei%3DUTF-8%26fr%3Dyfp-t-701&w=409&h=249&imgurl=d.yimg.com%2Fa%2Fp%2Fap%2F20100123%2Fcapt.21baa724bc2249d39542a19617bacde9.supreme_court_conservatives_vs_liberals_wx101.jpg&rurl=http%3A%2F%2Fnews.yahoo.com%2Fs%2Fap%2F20100123%2Fap_on_go_su_co%2Fus_supreme_court_conservatives_vs_liberals_5&size=75k&name=FILE+In+this+Sep...&p=Supreme+Court&oid=24ab7464ef51aad8&fr2=&no=1&tt=770041&sigr=12vethp4k&sigi=13ib62321&sigb=12is06pf0"]] || Link ||
 * Gloede, Gina A. || **Busing- was used to achieve a racial balance. Families who did not want their children riding on the school buses or attending a school outside the the local community simply moved to another district. The result of this left communities and school districts largely segregated according to ethnicity and socioeconomic status. This has been called the "de facto segregation."** || [[image:21_boston_01.jpg width="140" height="194"]] || [|Link] ||
 * Ihler, Michael D. || **Magnet Schools- were created as a method to attract a diverse population back into school districts with large minority populations. The idea was that if a school could be created with a high-quality program in a specific content area, such as science, a variety of parents would choose to live in the school district. Some school districts created high-quality magnet schools with themes such as environmental science, engineering, performing arts, and the health professions. These schools did achieve some success in attracting a diverse student population.** || [[image:magnet_school.jpg width="160" height="167"]] || [|Link] ||
 * Medill, Amber L. || **Within-school Segregation-**
 * Michel, Casey R. || **Believe that All Students Can Learn-** Maximum success for al lstudents requires high expectations. Inadquately challenged learners usually achieve below their abilities and many drop out of school. Successful teachers need to believe that all student can learn. This requires posing the issue in a constructive manner. Rather than concluding "These students can't learn," the statement needs to be phrased as "They did not learn; why not?" || [[image:allchildrencanlearn.jpg width="174" height="120"]] || Link ||
 * Miller, Ashley M. || **Modify Group Practices- in many schools, placed ethnic, racial, and socioeconomic students at a disadvantage, which is because the basis for the grouping is often on variables other than ability. Those who shunted into a low-ability group early in thier school years often stay in those same groupings throughout their school years falling farther behind each year.** || [[image:http://www.ltscotland.org.uk/Images/primaryplayground_tcm4-475304.jpg width="167" height="90"]] || Link ||
 * Neiman, Leslie E. || **Accommodate Learning-Style Differences-**Teachers know that students learn in different ways; the experience in the classroom confirms this every day. In addition, well-accepted theories and extensive research illustrate and document learning differences. Most educators can talk about learning differences, whether by the name of learning styles, cognitive styles, psychological type, or multiple intelligences. Learners bring their own individual approach, talents and interests to the learning situation. || [[image:http://www.homeschoolingbooks.com/images/Learning-Styles-Collage.jpg width="178" height="216"]] || [|Link] ||
 * Reiss, Anthony J. || **Reflect on Your Own Perspective**
 * Roeder, Joseph D. || **Rely Less on Standardized Tests Standardized Test pose particular problems for ethnic and cultural minorities. They can have a primary language other than English which can cause difficulties in comprehending the test and knowing how to respond. Minority and poor students generally go to schools with fewer resources and less experienced teachers.
 * Shull, Mary-Lyn || **Avoid Class Favorites**
 * Stricherz, Abby R. || **Providing Good Teachers-** Good teachers are one of the most important things in a good school. A lot of poor schools or even schools that are predominantly minority have a lot of trouble attracting good teachers to their school. The students in poorer schools might not do as well on test scores as in other schools, so since part of the evaluation of the teacher is based on that they might choose to teach in a school where the students receive good test scores. The diversity of schools in America is going to continue to increse, which brings many excitements as well as many new challenges. Future teachers need to prepare to attain reward and the excitement that comes from working with diversity. We need to prepare to be good teachers to make differences in education for all students. || [[image:goodteacher.jpg width="103" height="128"]] || [|Link] ||
 * Tvedt, Ryan W. || **Zero rejects** ||  || Link ||
 * Van Stedum, Ann || **Nondiscriminatory testing -** Before children can be declared eligible for special education or placed in a special education program, they must be evaluated by a team of professionals. The law requires that schools and other agencies give tests to children that show both their strengths and their weaknesses. This is called nondiscriminatory testing. All tests must be given to children in their own language and in such a way that their abilities and their disabilities are accurately displayed. Children will be placed in special education based upon several tests, not upon one single test or test score. Nondiscriminatory testing ensures that children who do not need special education will not be placed there, and that children who need special school services will get them. || [[image:nondiscriminatory_testing width="146" height="119" link="http://edfn338sp2010.wikispaces.com/file/view/IEP.jpg"]] || [|Link] ||
 * VanKekerix, Erin M. || **Appropriate education-**
 * A principle associated with federal legislation that requires schools to devise educational programs that are responsive to the unique learning needs of students with disabilities.** || [[image:chapter_5_pic.jpg]] || [|link] ||
 * Wald, Timothy J. || **Individualized Education Plan (IEP) describes the educational program that has been designed to meet that child's unique needs. Each child who receives special education and related services must have an IEP. Each IEP must be designed for one student and must be a truly individualized document. The IEP creates an opportunity for teachers, parents, school administrators, related services personnel, and students (when age appropriate) to work together to improve educational results for children with disabilities. The IEP is the cornerstone of a quality education for each child with a disability.** || [[image:IEP.jpg width="172" height="100"]] || [|Link] ||
 * Whitney, Megan P. || **Least Restrictive Environment** means that a student who has a disability should have the opportunity to be educated with non-disabled peers, to the greatest extent possible. They should have access to the general education curriculum, extracurricular activities, or any other program that non-disabled peers would be able to access. The student should be provided with supplementary aids and services necessary to achieve educational goals if placed in a setting with non-disabled peers. Academically a resource room may be available within the school for specialized instruction, with typically no more than two hours per day of services for a student with learning disabilities. Should the nature or severity of his or her disability prevent the student from achieving these goals in a regular education setting, then the student would be placed in a more restrictive environment, such as a special school or a hospital program. Generally, the less opportunity a student has to interact and learn with non-disabled peers, the more the placement is considered to be restricted. || [[image:akids.jpg width="180" height="118"]] || Link ||
 * Wilson, Vanessa R. || **Parent/guardian participation**-Required to develop a successful IEP. Parent participation allows the parents to maintain substantive decisions in planning activities. Parent/guardian participation is vital to the success of a learner, it is often more prominent during the elementary years of a students education. || [[image:http://www.blogcdn.com/www.switched.com/media/2007/09/kids-computer-402mf052307.jpg width="156" height="102" caption="A Third of Parents Think Kids Spend Too Much Time Online" link="@http://cte.ed.gov/acrn/parents/schoolsuccess.htm"]] || Link ||
 * Wilts, Ashley J. || **Mainstreaming** - Mainstreaming requires special learners to spend part of the school day in a regular classroom and part (sometimes majority) in a separate, self-contained special education classroom. Schools that practice mainstreaming believe that special needs students who cannot function in a regular classroom to a certain extent "belong" to the special education environment. Advantages to mainstreaming for children with special needs include higher academic achievment, high self-esteem, and better social skills. Disadvantages inclue tradeoff with non-disabled students' academic education, Harm to students with disabilities' academic education, social issues, and costs. || [[image:school.jpg width="185" height="188"]] || Link ||
 * Dr. Fiegen || **Learners with Disabilities** -