21. Inclusion-Strategies For Special Needs/ESL Learners Description - University Of guidance counselors, and special educators who work with inclusion programsor have ESL learners or students with special needs in their classrooms. http://www.uwstout.edu/soe/profdev/inclusion.shtml

@import url(http://www.uwstout.edu/styles/basic.css); Search UW-Stout University of Wisconsin - Stout Skip navigation Course Information Program Description Course Schedule Registration Form Faculty Directory Help for Students Request Information Frequently Asked Questions Orientation Activities Student Responsibilities ... Distance Education Resources Educational Resources InfoBytes Newsletters Rubrics Assessment Curriculum Resources ... Student Project Showcase Inclusion You are here: School of Education Online Professional Development Course Description Inclusion-Strategies for Special Needs/ESL Learners 3 semester hours graduate credit Designed for K-12 classroom teachers, guidance counselors, and special educators who work with inclusion programs or have ESL learners or students with special needs in their classrooms. Learners who have physical, mental, emotional, behavioral, or learning disabilities or who are second language learners can be successful in the classroom when teaching strategies and technologies are differentiated to their needs. Topics include: Successful teaching strategies and classroom management techniques for teachers working in inclusive classrooms Principles of differentiated instruction Assistive technologies and software for special needs students Benefits/challenges of the team planning process Action plans to assist one or more learners through differentiation, assistive technologies and classroom management

22. Special Education Inclusion Full inclusion means that all students, regardless of handicapping condition or The Integration of students with special needs into Regular Classrooms http://www.weac.org/resource/june96/speced.htm

Education Issues Series Special Education Inclusion Educators' Bulletin Board Classroom resources IDEAS Resource pages on educational issues ... ONLINE SERVICES This article was updated November 5, 2001 Inclusion remains a controversial concept in education because it relates to educational and social values, as well as to our sense of individual worth. Any discussion about inclusion should address several important questions: Do we value all children equally? Is anyone more or less valuable? What do we mean by "inclusion?" Are there some children for whom "inclusion" is inappropriate? There are advocates on both sides of the issue. James Kauffman of the University of Virginia views inclusion as a policy driven by an unrealistic expectation that money will be saved. Furthermore, he argues that trying to force all students into the inclusion mold is just as coercive and discriminatory as trying to force all students into the mold of a special education class or residential institution. At the other end of the spectrum are those who believe that all students belong in the regular education classroom, and that "good" teachers are those who can meet the needs of all the students, regardless of what those needs may be.

23. DCE 7577 - Inclusion: Working With Special Needs Students In Mainstream Classroo DCE 7577 inclusion Working with special needs students in Mainstream Classrooms1.5 CEUs / Fall 2005. This interactive course is designed to help special http://www.learn.colostate.edu/courses/course.asp?course=DCE 7577

24. Making Schools Work For Every Child: Meeting Every Student's Needs: Students Wit of inclusion continue to be the best way for students with special needs to special needs students can successfully participate in handson learning http://equity.enc.org/students/needs/

You Are Here Home Meeting Every Student's Needs Students with Special Needs Home ... About this CD Students with Special Needs Find resources to help you understand all exceptional students, including those with physical, emotional, and learning disabilities, as well as the gifted. Introduction Inclusive classrooms and schools with a culture of inclusion continue to be the best way for students with special needs to meet high standards. Learn more about the legislation, the terminology, and strategies for the math and science classroom, and check your progress with reflection and study questions that are also included. General Resources The Individuals with Disabilities Education Act (IDEA), No Child Left Behind, and National Assessment of Educational Progress have specific requirements for students with special needs. This section includes information about the legislation, as well as resources that support inclusion, gifted students, assistive technology, and interactive teaming. Several resources support inclusion of students with learning disabilities and other special needs in the general education classroom, where they perform better than in pull-out settings. Collaborative school culture supports students with special needs. In particular, it is important to include parents and other support people in the development of individual education plans.

25. Technology For Inclusion: Meeting The Special Needs Of All Students, 4/E - Allyn Technology for inclusion Meeting the special needs of All students, 4/E Do you need help transitioning from being a student to becoming a professional? http://www.ablongman.com/catalog/academic/product/0,1144,0205342205,00.html

Select a Discipline Anthropology Counseling Criminal Justice Deaf Studies / Deaf Education Education: ELL Education: Early Childhood Education Education: Foundations / Intro to Teaching Education: Instructional Technology Education: Special Education English: Composition English: Developmental English: Technical Communication History Humanities Interdisciplinary Studies Philosophy Political Science Psychology Religion Social Work / Family Therapy Sociology by Keyword by Author by Title by ISBN Advanced Search View Cart ABOUT THIS PRODUCT Description Table of Contents Features New To This Edition Appropriate Courses PACKAGE OPTIONS Valuepack(s) RESOURCES Student Discipline-Specific RELATED TITLES Assistive Technology / Technology in Special Education (Education: Special Education) Instructional Media and Technology (Education: Instructional Technology) Technology for Inclusion: Meeting the Special Needs of All Students, 4/E View Larger Image Mary Male, Ph.D. San Jose State University ISBN: 0-205-34220-5 Format: Paper; 191 pp Our Price: $36.80

26. Technology For Inclusion: Meeting The Special Needs Of All Students, 4/E - Allyn Technology for inclusion Meeting the special needs of All students, 4/E VideoWorkshop for special Education and inclusion Student Learning Guide with http://www.ablongman.com/catalog/academic/product/0,1144,0205342205-VP,00.html

Select a Discipline Anthropology Counseling Criminal Justice Deaf Studies / Deaf Education Education: ELL Education: Early Childhood Education Education: Foundations / Intro to Teaching Education: Instructional Technology Education: Special Education English: Composition English: Developmental English: Technical Communication History Humanities Interdisciplinary Studies Philosophy Political Science Psychology Religion Social Work / Family Therapy Sociology by Keyword by Author by Title by ISBN Advanced Search View Cart ABOUT THIS PRODUCT Description Table of Contents Features New To This Edition ... Appropriate Courses PACKAGE OPTIONS Valuepack(s) RESOURCES Student Discipline-Specific RELATED TITLES Assistive Technology / Technology in Special Education (Education: Special Education) Instructional Media and Technology (Education: Instructional Technology) Technology for Inclusion: Meeting the Special Needs of All Students, 4/E View Larger Image Mary Male, Ph.D. San Jose State University ISBN: 0-205-34220-5 Format: Paper; 191 pp Our Price: $36.80 Status: Instock Published: 06/14/2002 Add to Cart Instructor Exam Copy Print Product Information Valuepacks Shop smart Buy together and save!

27. Inclusion Institute instructional strategies which will assist in the successful practice ofinclusion of special needs students into regular classroom will be presented. http://maura.setonhill.edu/~grad/ish32.html

Inclusion Institute Overview Goals The goals of the Inclusion Institute are: to affect the teacher's attitudes regarding inclusion to inform classroom teachers about the laws governing special education to familiarize teachers with community resources for special needs students to improve teachers' skills in including special needs students in general education environments to provide teachers with information on the characteristics of special needs learners to provide positive role models in inclusion strategies to help teachers develop an understanding of the emotional, physical and educational needs of children with disabilities and their families to demonstrate effective positive support practices for students who exhibit challenging behaviors, including special needs students to eliminate teachers' own apprehension regarding special needs students in their classrooms Format The Inclusion Institute is available to school districts who wish to contract for professional development training. Commonly, the training sessions are given in five full days. Scheduling is at the discretion of the school district. Training sessions will be offered at a school in the contracting school district. Seton Hill College will negotiate a contracted rate with the school district. At the completion of the course of study teachers will be provided with a formal advanced certificate. Inclusion Certificate Today's classrooms are populated with students with a variety of learning styles, gifts/disabilities and socio-cultural backgrounds. Teachers and administrators need new information and strategies to keep pace with the changing population of students and the inclusionary environment. Seton Hill College has designed a sequence of graduate study to assist teachers and administrators in the task of educating these students. This certificate program is designed for professionals committed to educational practice which addresses the needs of all students in the classroom. The course sequence allows for presentation of special education theory, legal issues related to inclusion, attitude and advocacy necessary for success in inclusion, issues of diversity and pedagogical strategies for inclusionary practice.

28. NEA: Works4Me Tips Library - Managing Your Classroom - Inclusion the country have been integrating special needs students into regular classrooms.Many factors contribute to successful inclusion adequate funding, http://www.nea.org/tips/manage/incluson.html

document.write(''); NEA Home Member Home In the Classroom Lesson Ideas ... Members Only registration required Select below to see your state affiliate website: -select state- AL AK AR AZ CA CO CT DE Federal FL GA HI IA ID IL IN KS KY LA MA MD ME MI MN MO MS MT NC ND NE NH NJ NM NV NY OH OK OR PA RI SC SD TN TX UT VA VT WA WI WV WY While the national debate rages on over inclusion, schools across the country have been integrating special needs students into regular classrooms. Many factors contribute to successful inclusion: adequate funding, training, support structures, cooperation among educators, and communication with parents. Here are tips from educators who are successfully meeting the challenge with enthusiasm and grace. Relationships Among Students Techniques Colleague Support Parents Relationships Among Students From Angela Johnston, johnstjh@usaor.net , a fourth grade teacher at Clairton Elementary School in Clairton, Pennsylvania: Buddy System Back to top of page Techniques From Kathy Baumfalk, Kbaum93@cs.com , an interpreter for the deaf at Prescott School in Lincoln, Nebraska: Adaptations For Deaf/Blind Students "When working with a deaf or blind student, many adaptations need to be made. Whatever curriculum we can get our hands on we try to make tactile and Braille for the student. This gives the student much more accessibility to the classroom and the lessons being taught. Having a skilled team is also a benefit to help meet the special needs of the student. A mobility specialist, vision specialist, speech pathologist, deaf education teacher, regular classroom teacher and interpreter make a well-balanced team. Each team player is important in helping the student be successful. As more students and staff learn sign language, the deaf/blind student becomes more and more independent."

29. NEA: Special Needs Students, High Stakes Testing, Discipline - NEA and Rewards Affect special needs students efforts of educators and parentswho advocate for more inclusion opportunities for students with disabilities. http://www.nea.org/specialed/saasdiscipline.html

Home Issues in Education "No Child Left Behind"/ESEA Special Ed/IDEA ... Other Resources High Stakes Testing Linked to Discipline Rates States with a higher percentage of special education students spending more time in regular classrooms tend to have lower discipline rates. ( Discipline rates were defined as removing students from school by school personnel or hearing officers and students who served long-term suspensions. States with rewards and sanctions at the school level tend to have higher discipline rates. Patti Ralabate, NEA Senior Professional Associate for Special Needs, said, "The results of this study imply that high stakes accountability systems such as those mandated by the so-called No Child Left Behind Act are on a collision course with the efforts of educators and parents who advocate for more inclusion opportunities for students with disabilities. "State and local practices that do not include flexible testing accommodations, appropriate behavioral supports, and quality professional development opportunities need to be closely examined in light of these findings." Students with disabilities were also placed in more restrictive settings if the state had "sanctions" at the building or state level, such as state takeover of underperforming schools or replacement of building principals or teachers.

30. Augusta Free Press : Serving Special-needs Students Through Inclusion Serving specialneeds students through inclusion. Your Nation and You students with special needs are all too often left out of discussions. http://www.augustafreepress.com/stories/storyReader$23256

SECTIONS Front Page News Election 2005 Community ... Text-Only Version Most Recent Headlines THE TOP STORY: Race, the media, and America after Katrina By Chris Graham/AFP Ron Walters was taken aback by the headlines in the newspapers that he saw in the airport upon his return from Venezuela last month. "I was there when the hurricane hit, and coming back to the United States, landing and looking at the newspapers, and all of the headlines were staring me in the face, and they were all talking about looting" ... INSIDE ... Do free-speech rights end at shopping-center entrance? By Chris Graham/AFP Retired University of Virginia professor and 57th House District Democratic Party nomination candidate Richard Collins had done some door-to-door campaigning early the morning of May 7 in a neighborhood adjacent to the Shoppers World shopping center across from the Fashion Square Mall in Charlottesville - before realizing quickly that the door-to-door route wasn't going to be the most efficient means of reaching large numbers of voters. IN FOCUS: All quiet on the tax-relief front By Chris Graham/AFP For a time, the focus of the 2005 gubernatorial race was on the dueling real-estate tax-relief plans of Democrat Tim Kaine and Republican Jerry Kilgore. Both made splashes in the spring with the rollouts of their proposals - Kaine's would give localities the power to exempt up to 20 percent of the assessed value of owner-occupied homes and farms from taxation ...

31. Learning From Inclusion While the inclusion of students with special needs is not often discussed in thecontext of adult education, there are opportunities for this type of http://www.sabes.org/resources/fieldnotes/vol10/f01inclu.htm

About SABES Contact Us Site Map What's New ... Other Sites Learning From Inclusion by Erik Jacobson Field Notes main page Summer 2000 issue W hile the inclusion of students with special needs is not often discussed in the context of adult education, there are opportunities for this type of instructional model. I am currently teaching an inclusive ESOL class at the Haitian American Public Health Initiative (HAPHI) in Mattapan (as part of a collaboration with the Center for World Languages and Cultures at UMass/Boston). In this class, "traditional" ESOL students are joined by participants from HAPHI's Young Adult day program, which offers vocational and social skills training for young adults with special needs. Goals for Inclusion In keeping with the goals of inclusive education, our expectations for the class are that all students will increase their English and literacy skills, that the day program students will gain confidence in their interactions with the larger community, and that the "traditional" students will develop a heightened sensitivity about the strengths and needs of individuals with disabilities. Since we just began the class a little over a year ago, we're still learning about how to make inclusive adult education work. Some of the most important lessons we have learned are noted below. Focus on Specific Abilities Teaching this inclusive class is difficult at times because of the mixed-level student population. However, when thinking about a class as mixed-level, it should not be assumed that students can be placed in single, fixed categories (such as Advanced or Beginner).

32. Inclusion Pros And Cons Examines problems associated with inclusion of special needs children in the Descriptors Inclusive Schools; Mainstreaming; special needs students; http://ericec.org/faq/i-procon.html

Inclusion Pros and Cons (updated March 2003) The ERIC Clearinghouse on Disabilities and Gifted Education (ERIC EC) The Council for Exceptional Children 1110 N. Glebe Rd. Arlington, VA 22201-5704 Toll Free: 1.800.328.0272 E-mail: ericec@cec.sped.org Internet: http://ericec.org What are some of the pros and cons of inclusive school programs? (From Handbook for Successful Inclusion. Kochhar and West. Aspen Publishers, Inc., 200 Orchard Ridge Drive, Suite 200, Gaithersburg, MD 20878) Following are links to ERIC digests, minibibliographies, frequently asked questions (FAQs), related Internet resources, and Internet discussion groups, as well as selected citations from the ERIC database and the search terms we used to find the citations. ERIC Digests (http://ericec.org/digests/prodfly.html) E521: Including Students with Disabilities in the General Education Classroom ERIC Minibibliographies (http://ericec.org/factmini.html) EB14: Including Students with Disabilities Frequently Asked Questions (http://ericec.org/faqs.html) Collaboration between regular and special education teachers (http://ericec.org/faq/regsped.html)

33. Early Childhood And Inclusion-FAQ *special Education; special Education Teachers; special needs students Serving Children with special needs in Your Child Care Facility. http://ericec.org/faq/ec-inclu.html

Early Childhood and Inclusion (updated April 2000) How can inclusive practices be incorporated in early childhood settings, and how can parents become involved? "The inclusion of children with disabilities in general preschool and child care programs is becoming more and more common. Parents, teachers, and researchers have found that children benefit in many ways from integrated programs that are designed to meet the needs of all children. Many children with disabilities, however, need accommodations to participate successfully in the general classroom. Teachers and other staff often require current information, skills training, and even additional staff to meet the needs of these children. The information that follows provides strategies for working with children in inclusive early childhood environments." Following are links to related ERIC Digests, frequently asked questions (FAQs), and Internet resources, as well as selected citations from the ERIC database and the search terms we used to find the citations. ERIC Digests (http://ericec.org/digests/prodfly.html)

34. NASP Position Statement On Inclusive Programs The system used to identify and evaluate students with special needs. inclusion.In GG Bear, KM Minke, A.Thomas (Eds.), Children’s needs II http://www.nasponline.org/information/pospaper_ipsd.html

Position Statement on Inclusive Programs for Students With Disabilities The 1997 Individuals with Disabilities Education Act (IDEA 97) created significant educational opportunities for students with disabilities and established important safeguards that ensure the provision of a free, appropriate public education to students with special needs. NASP strongly supports the continuation and strengthening of this mandate. NASP also recognizes the need to continually evaluate the effectiveness of all aspects of our educational system and to promote reform when needed. A Call for Inclusive Schools Potential Benefits Some of the benefits of inclusive programs include: typical peers serving as models for students with disabilities; learning new academic and social skills within natural environments, facilitating generalization of skills; all students learning to value diversity; and general education classrooms that are better able to meet the needs of all students as a result of additional instructional resources, staff development for general and special educators, a more flexible curriculum, and adapted instructional delivery systems. Developing Inclusive Programs In advocating for the development of these programs, NASP takes the position that:

35. Inclusion Aids Students With Special Needs The goal of bridges4kids is to provide as much timely, useful information aspossible to both parents and professionals regarding children with special http://www.bridges4kids.org/articles/9-03/YPress9-21-03.html

Early On Lead Poisoning Positive Behavior Support No Child Left Behind ... LDA of Michigan Where to find help for a child in Michigan Anywhere in the U.S. , or Canada What's New? Help Text Menu ... Translate Last Updated: Article of Interest - Inclusion Print er-friendly Version Inclusion Aids Students With Special Needs Being part of a school boosts success, expert and teens say. For more articles like this visit http://www.bridges4kids.org Twenty years ago, high school students with special needs would have been placed in separate classrooms, with limited interaction with other kids. Today, Kelly Kaser, a 19-year-old Carmel student with Down syndrome, has a totally different experience. Her school day consists of helping out at a preschool and attending inclusion classes, where she works beside students without disabilities. She plans to become a beautician. Brandon Scott also benefits from inclusion classes. A sophomore at Lawrence North High School, he was born with a rare condition called quadromelia, which means he is missing most of all four limbs. He plans to go to college to study broadcasting or journalism.

36. Welcome To Bridges4kids.org!  IEP Topics/Issues inclusion Aids students With special needs Being part of a school boosts success,expert and teens say. Twenty years ago, high school students with http://www.bridges4kids.org/IEP/Inclusion.html

Early On Lead Poisoning Positive Behavior Support No Child Left Behind ... LDA of Michigan Where to find help for a child in Michigan Anywhere in the U.S. , or Canada What's New? Help Text Menu ... Translate Last Updated: IEP Issues - Inclusion Back to IEP Topics List Editorial: 'Special' Education Helps All Students The University of Cincinnati has just announced a plan to offer free or drastically reduced tuition to teachers willing to enter the field of special education. That's a cost savings and employment enhancement for teachers, but the real winners in this package are students - and that's not just children with special needs but regular education students as well. Talking To Kids: Mainstreaming Into Classrooms The world is made up of many different kinds of people. There are people with different skin colors, different religions, different hairstyles, different accents, and different learning abilities, just to name a few. Yet, despite all their differences, most people somehow manage to work together successfully. MI Teacher Receives Award For Inclusion No one gets left out in Pam Morgan’s classroom. The Bird Elementary teacher was recently awarded ‘Teacher of the Year’ by the Arc of Northwest Wayne County because of the way she has promoted the concept of ‘inclusion’ in her first-grade class of 23 students.

37. Education World ® Administrators Center: Principals Solve Inclusion Challenges For example, the third grade has 12 specialneeds students. inclusion formost of our special education students is working quite well, said principal http://www.education-world.com/a_admin/admin/admin340.shtml

EdWorld Internet Topics Sponsored links: Earn 90% Profit! Walden University M.S. in Education Degrees Online Host Department Web Hosting Best Sellers Best Websites ... Kaplan University Master's of Arts in Hoodia Diet Pills Hoodia Gordonii Hoodia Pills Leading Trade and Vocational Career Schools and Courses Get your evaluation ... Principal Files School Administrators Article SCHOOL ADMINISTRATORS ARTICLE Principals Solve Inclusion Challenges From time to time, Education World updates and reposts a previously published article that we think might be of interest to administrators. We hope you find this recently updated article to be of value. Five members of Education World's "Principal Files" team are facing and overcoming the obstacles to inclusion. In spite of budget and staffing constraints, they are committed to educating all students in the least restrictive setting. Included: Principals share ideas for creating an inclusive environment. For many principals, the logistics of setting up inclusive classrooms is the biggest obstacle to success. The number of special education teachers often is the determining factor in school's approach to inclusion. The small number of specially qualified teachers and the fact that they must work their schedules around literacy blocks, lunchtimes, and other set schedules forces many schools to group special-needs students rather than to spread them out evenly among all the classrooms. Join the Conversation How is inclusion going in your school? Have you had some success with it? Share your experiences and learn from others by joining the

38. Inclusion The GEI calls for inclusion of special education students into general In order for students with special educational needs to be integrated into http://crystal.uah.edu/~carter/papers/inclusio.htm

Home Search Educator Resources Publications ... Acknowledgements The Use of Team Teaching as a Means to Integrate Students with Special Needs Into General Education Classrooms ( download pdf Brannon Carter 15 March 2000 Curriculum Development / ED 606 Dr. Dana Key The University of Alabama in Huntsville Abstract Whether an educational environment is centered around a general core curriculum, advanced content studies, or special needs education; teachers are predominately arranged so that they have little if no opportunity to collaborate with other teachers on issues related to curriculum development and implementation. Organizational frameworks for classroom curricula are changing, however, as they relate to the inclusion of special needs students in an educational environment that does not segregate students based upon individual mental or physical differences. By combining students of all backgrounds into a curriculum that has been designed and is conducted by several experienced professionals from diverse specialties, students as well as teachers can benefit from individual differences rather than be hindered by them. Introduction Combining students with such diverse backgrounds and abilities as those mentioned above has the potential to dramatically affect the classroom learning environment. Team teaching provides educators with the resources to provide individualized instruction that will benefit all students within an inclusion classroom. Team teaching can be defined as:

39. ADHD / Special Needs Education Resources For Families ADHD / special needs Resources Resources That Will Increase Our Understanding ofand Improve Our inclusion, Teaching Math to Visually Impaired students, http://adhd.kids.tripod.com/sitesparents1.html

ADHD / Special Needs Resources Resources That Will Increase Our Understanding of and Improve Our Ability to Meet Kids' Needs: ADHD / LD Special Needs: Educators ADHD / LD Special Needs: Families ADHD / LD/ Special Needs: Organizations Special Needs: ... Specific Concerns Resource Sites for Families: Attention Deficit: Information/Research Education Mental Health: Information/Treatment Sites of Encouragement and Support FOCUS: WEB SITE: DESCRIPTION: Attention Deficit in the Classroom Homeschooling and Attention Deficit Disorder Resources related to ADD, unmotivated learners, ADHD and children who are gifted! Education Issues Inclusion The Council for Exceptional Children CEC advocates for appropriate governmental policies, sets professional standards, provides continual professional development, advocates for newly and historically underserved individuals with exceptionalities, and helps professionals obtain conditions and resources necessary for effective professional practice. Education Issues Inclusion Embracing the Child Their goal is to "focus on children's books that share and create meaningful experiences. Books that promote and encourage values and self esteem; ignite visual and linguistic opportunities of knowledge; appreciate the awe of nature; embrace our uniqueness; accept and acknowledge our differences; and create intergenerational experiences." This is an encouraging and resourceful place to visit!

40. Inclusion In The LOTE Classroom The question of how to address inclusion in the LOTE classroom remains unanswered . There will be more special needs students in the LOTE classroom, http://www.sedl.org/loteced/communique/n08i.html

NOTE: This report is part of a larger article, Action Research: Reseeing Learning and Rethinking Practice in the LOTE Classroom , published by the LOTE Center for Educator Development. Please access the main page Inclusion in the LOTE Classroom Purpose of the Study my little daughter , a term of endearment used frequently with non-relatives considered close.] I know how to teach Spanish. I just need to find a way to teach you Research Questions The three main questions that I wanted answered in this action research study were: What are some of the most common learning disabilities seen in students enrolled in LOTE? What are the most appropriate accommodations to make the learning experience successful for the student? Data Collection and Findings In order to obtain basic information from the teaching field, I developed a survey asking teachers a variety of questions including number of years teaching experience, the number of IEPs they deal with on a daily basis, their involvement in Admission, Review, and Dismissal (ARD) committees, etc. The other items focused on my three research questions mentioned above. The survey was published in the Languages Other Than English Center for Educator Development newsletter and in the Texas Foreign Language Association newsletter. I received 148 survey responses by the given deadline, and these were reviewed for basic information. modification (change in content) and what is an accommodation Plan of Action

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