Inclusion of Students in Schools
In what ways has inclusion of students always been a fundamental characteristic of American schooling?
Inclusion of students in the American schools implies any student is accepted fully as part of the school community where the education setting is similar for the both disabled and non-disabled peers. The emphasis is the inclusion of students with disabilities by providing support service to the disabled child, ensuring the disabled child’s basic education rights and ensuring the education is free and appropriate. Enacted or reauthorized education laws work together ensure all children are able to access education (Spellings & Justesen, 2008).
What is meant by “no a priori policies can be adopted consigning pupils who have, have had or have been thought to have a certain type of disability to a certain type of program?
This statement means that no policies should be enacted to discredit inclusion of students from the mainstream schools so as to be accorded a different education program on the basis of their supposed disability, present or future. Writers who offer coursework help at Edudorm essay writing service notes that even if such a program is introduced, the pupils should retain the right to enrolment in mainstream school program that is close to a special institution so that they can spend part or their entire career in mainstream program. This ensures that there is equality in the American school program (Andersen,Taylor & Logio, 2014).
What is the “Response to intervention” model? Are there good reasons to implement such model and promote inclusion of students?
The model is an approach used for early identification, and offers support to students with behavior and learning special needs. The model is usually a multi-tier strategy that starts with instructions that are high –quality and applies universal screening for the students in education classroom. Experts who do my coursework at Edudorm essay writing service indicates that the program allows for close monitoring of progress in order to assess performance level and learning rate for individual learners. Thus struggling learners are provided with interventions that are aimed at accelerating their learning rates. The program promotes inclusion of students and also enables making of education decisions on the duration and intensity of the interventions for each student (DeRuvo, 2010).
How does what the law requires differ from what collaboration suggest regarding the education of all children and inclusion of students?
The law promotes inclusion of students and requires that all the children have the basic right of being provided with affordable education. The Education for All Handicapped Children Act offers support for localities and states in the protection of this right especially for the children with disabilities. The 1997 amendment on Individuals with Disabilities Act focuses on disabled children meeting the education standard applied to all the students. Authors who offer custom coursework writing help at Edudorm essay writing service points that the issue is how these students are able to take part in the accountability systems. The applied collaboration focus on the trainers or special education staff to provide evaluation procedures that can relate to disabled children capability and address their needs differently. It calls for special educators to be adept in curriculum development and content knowledge about implementing objectives of accommodating disabled students in the mainstream classroom (DeRuvo, 2010).
Why did special education become a system-with-in-a-system?
The main reason for integration of the special education within the mainstream system is to help in identification of children that have special needs and assist in the effective means of meeting the needs. Both the systems play a vital role in catering for exceptional education needs and inclusion of students with disabilities. It helps the educators to create accommodative education opportunities for disabled children in the regular programs. Implementing this objective allows the special education system to be a supportive program in managing the needs for these children. Tutors who offer coursework writing help at Edudorm essay writing service acknowledges that the integration increases the capability of the entire system to respond in a more flexible manner to the behavioral changes in individual students and conditions in the school and entire society. Thus, children spend only the necessary time outside the mainstream education system to allow controlling o f the variables important for achieving the learning goals (DeRuvo, 2010).
Why was 1975 a watershed year for social policy regarding individuals with disabilities and inclusion of students?
This was the year in which the Individuals with Disabilities Education Act was passed by the Congress. The act aimed at ensuring all children with disabilities are given the opportunity to access free and appropriate public education like the other non-disabled children(U.S. Department of Education, 2007). The law had a positive impact on inclusion of students with disabilities in all the states and the local communities across the United States. Mentors who write my coursework at Edudorm essay writing service recognizes that the act came up with a national mission of facilitating learning among these children. The law brought about changes aimed at improving the manner in which identification of children with disability was done , an evaluation of how the efforts would be successful and providing a process that would offer protection for these children and their families (Andersen,Taylor & Logio, 2014). It was good news for the millions of children with disabilities who had been excluded from the regular system of education.
What does inclusion of students mean? What does it not mean? According to whom? Why are collaboration and flexibility significant in an inclusive classroom?
Inclusion of students refers to acceptance of diversity in human beings and welcoming every child or adult as equal parties in the educational community. It involves valuing the full participation of people with disability within the settings of mainstream system of education a process that requires the recognition and upholding of their rights. Instructors who offer coursework writing service at Edudorm argues that it means an approach that offers education that is promotes inclusion of students and gets rid of discriminatory practices, beliefs and attitudes and puts inclusive values to all children. Inclusion of students does not mean tolerance of the children with disabilities but accepting them as individuals with brain capacity that can contribute positively to the society (Spellings & Justesen, 2008). It does not mean showing pity but embracing the differences as part of the culture that school community cannot exclude.
Collaboration and flexibility are important aspects of inclusion of students for the special education teachers. It allows the teachers to create a co-teaching model where teamwork is enhanced. The general education teacher working in conjunction with special education teacher in providing instruction needed b by all the disable and non-disabled children. Teachers who offer coursework assistance at Edudorm essay writing service says that this means that the teachers will negotiate how space is to be used, evaluation sharing, planning of lessons and the grading system. Flexibility and inclusion of students allows teachers to share the decision making in a classroom setting by using the principle of making compromise in order to enhance inclusion of students. It is also an important factor in the selection of the students who will part of the collaborative efforts, especially those with disabilities or risky behaviors (DeRuvo, 2010). This will make it possible to achieve a balanced classroom that allow for an inclusion of students environment.
Does the No Child Left behind (NCLB) enhance accountability of public school? If so, how?
The law goes a long way in enhancing accountability among the management and teachers in public schools. This is because of its impact on what is taught to the students, the kind of testing done, teachers training and the manner in which funds are spent for education purpose(Klein, 2015).
What is the difference between social class and social status? How is student social status guaranteed through Inclusion of Students?
Social class defines refers to the type of society divisions based on their relationships to ownership or control over others in terms of resources or distribution means. A social class would, thus, refer to group of individuals with same amount of wealth possession. Social status on the other hand refers to the position held by an individual or social organization. It comprises of the roles or abilities that determines ones opportunity in fulfilling their dreams. Inclusion of students’ social status is guaranteed when they are provided with the right to affordable education which will let them fulfill their education and economic dreams(Ansalone, 2009).
What relationship do teacher expectation, social class and student achievement have?
Teachers’ expectation has been shown to have a significant influence on the academic achievement of the students. The expectations make the teacher to be more involved with the child performance and enhance inclusion of students so that those seen to be unlikely to succeed are given more attention and the performance progress is carefully tracked. If a teacher is content with a student’s attitude, she or he expect them to do well. Trainers who help with my mathematics coursework at Edudorm essay writing service states that both cases lead to a child that is highly attentive and motivated. A student’s achievement is highly correlated with their social class. A higher social class means that the student can access more resources like private lessons and tutors. Students in lower classes live in non-conducive learning environments and thus low performance (Ansalone, 2009).
References
Spellings M., Justesen, T. (2008). Education and Inclusion in the United States: An overview. U.S Department of Education.
Andersen, M. L., Taylor, H. F., & Logio, K. A. (2014). Sociology: The essentials.
DeRuvo, S. L. (2010). The Essential Guide to RTI: An Integrated, Evidence-Based Approach. Hoboken: John Wiley & Sons. 62-69
U.S. Department of Education, (2007). Twenty-Five Years of Progress in Educating Children with Disabilities through IDEA.
Ansalone, G. E. (2009). Exploring unequal achievement in the schools: The social construction of failure. Lanham, MD: Lexington Books.18-22
Klein, A., (2015). No Child Left Behind: An Overview.
