41. Students With Special Needs - Department Of Employment, Education And Training inclusion in regular classrooms with consultative support; students withspecial needs have the right to access an inclusive curriculum that is broad, http://www.deet.nt.gov.au/education/students_with_special_needs/index.shtml

Help Index Search Home ... NT WorkSafe Students with Special Needs A range of provision and support services is available in the Northern Territory for children with disabilities and additional learning needs. The types of educational options available are: inclusion in regular classrooms with consultative support; inclusion in regular classrooms with additional support; inclusion in regular classrooms with withdrawal support; and Special Educational facilities. Students with special needs have the right to access an inclusive curriculum that is broad, balanced and relevant and meets individual needs. All schools in the Northern Territory make this provision and parents or caregivers are able to select either a mainstream school or special placement for their child. Advice or assistance with this selection is available through the Schools Division on (08) 8999 5629 or Student Services Branch on (08) 8999 8787. Student Services Branch of the Department of Employment, Education and Training provides support services, specialised equipment and resources and professional development activities for school staff. Processes for accessing specific programs and assessments are contained in a document entitled "Intervention First", which is available in all schools. Specialist knowledge and support is available in the following areas:

42. Multimedia Tools For Special Needs Education Inclusion CDRom Book methodology of inclusion of special needs students into General Education . students Cases special needs. One of the advantages of presenting this http://www.proculture.com/work.htm

Working Together: Multimedia Tools for Inclusion Description: All the tools needed for a comprehensive communication and collaboration plan designed to support divers Special Needs students. Indispensable to every K-12 teacher for the successful inclusion of Special Needs learners. Manage student records... Choose and implement strategies... Develop instructional goals and objectives... These are the goals of all Special Needs support persons. But the realities of modern education proves that these are much easier said than done. One of the advantages of presenting this methodology in a multimedia structure is that it provides the reader with instant access to any part of the manual and to any tool. The "Main Menu" which serves as a table of contents, also allows the reader to call up any section, page or table. Video clips of Dr. Andrews’ university class for Special Needs Educators give a more personal depth to certain details of the Manual section as well as tips to the teachers. The Cases presented illustrate just how these tools can be adapted to the many facets of Special Needs Education. So many of the apprehensions which are involved in the Inclusion of Special Needs students dissolve as the pages turn, as the tables are explained, printed and filled in. Indeed, they are indispensable... Contents: This interactive book is divided essentially into three main sections: Part I: Manual Introduction; Chapter One: Planning Ahead, Preparing for Successful Inclusion; Chapter Two: Getting Started, Establishing a Communication Plan; Chapter Three: Instructional Planning; Chapter Four: Keeping on Top of Things, Monitoring Student Progress; Chapter Five: Taking Action, Developing Solutions Together; Chapter Six: Tools for Success, Ideas and Samples for Improving Student Performance; Chapter Seven: Evaluation, The Connecting Link

43. Attainment Company-Autism Special Needs Assistive Technology Solutions For Child Conversely, the inclusion model demands that students with special needs followthe school itinerary along with their sameage peers. http://www.attainmentcompany.com/news_edit5.html

All > Attainment Co. home Editorials LIFE SKILL INSTRUCTION IN THE AGE OF INCLUSION By Don Bastian, President and Tom Kinney Life skill instruction covers a broad category of activities, the majority of which, in the real world, are performed in non-school environments. Because of the struggle to generalize informationespecially common among those with cognitive disabilitiesthis instruction is best set in real environments. In a nutshell, this is why "on site" instruction is considered superior to in-class simulations or role plays. Accordingly, work skills are taught in actual businesses; life skills (e.g., housekeeping, personal care, cooking) in the home; social skills in the community. While most of us learn these life skills over a long period of time, from childhood into adult life, rarely are they taught in a systematic fashion. Rather, life skill instruction is imitative. We learn them in the context of their natural environments, as we are growing up to become members of the community. By definition these environments are far-reaching. They include: the work place; independent or semi-independent living arrangements; and the endless number of community sites we must access daily, ranging from grocery store to public restroom to transportation systems.

44. Attainment Company-Autism Special Needs Assistive Technology Solutions For Child In other words, for many special needs students feelings of low selfworth With today s post-IDEA 97 emphasis on inclusion in the general classroom, http://www.attainmentcompany.com/news_edit8.html

All > Attainment Co. items in cart home Editorials Substance Abuse and the Special Education Student By Tom Kinney In the past, students with a history of special education placements have been more likely to have substance abuse problems than their peers, but IDEA '97's timely emphasis on inclusion may help to reverse this trend. "One area that has been all but neglected to date is alcohol and other drug prevention for the special education students," writes Jenni Spear Casale, MEd., in an issue of the Student Assistance Journal devoted to this subject. "For special education students, particularly those with learning disabilities, school is a highly stressful environment. Things do not come easily. For some of these students, chemical use becomes a way to deal with the stress of school." For many students with learning and emotional disabilities, going to school is simply a painful ordeal. They are more likely to have negative interactions with teachers and peers, they're at greater risk to experiment with drugs and alcohol, and they experience a higher dropout rate.

45. Educating Students With Visual Impairments For Inclusion In Society - American F I. students with visual impairments have unique educational needs which are most The education of students with multiple disabilities or other special http://www.afb.org/Section.asp?SectionID=44&TopicID=189&DocumentID=1344

46. Educating Students With Visual Impairments For Inclusion In Society - American F In order to meet their unique needs, students must have specialized services The education of students with multiple disabilities or other special needs http://www.afb.org/Section.asp?SectionID=44&TopicID=189&DocumentID=1344&Mode=Pri

47. Special Child: Information Avenue Archives with inclusion in that it also involves providing a child with special needs an Some feel that full inclusion is for all students with disabilities, http://www.specialchild.com/archives/ia-029.html

Information Avenue Archives Inclusion Introduction The Law The IDEA does not use the term "inclusion," however, it states that each student with a disability is entitled to receive a free appropriate public education in the "least restrictive environment" with all accommodations necessary for the student to benefit from the education. The legislation also states that the public agency should ensure, to the extent appropriate, that children with disabilities are educated with non-disabled children and that the only time a child should not be involved in a regular education setting is when the severity of the disability prevents the child from receiving a satisfactory education from a regular education classroom, even when all support and accommodations have been provided. Further, the United States Department of Education has stated that a student’s placement in a regular education classroom is the first option that an IEP team must consider. The Controversy Inclusion is somewhat controversial. Some feel that full inclusion is for all students with disabilities, whereas, others believe that it is only beneficial for some students. Advocates of inclusion state that their studies indicate that children with disabilities (including those who are severely impaired) who are placed in a general education setting show better social development, become more independent, have greater success in meeting their IEP goals, and have enhanced skills acquisition. The Centre for Studies on Inclusive Education lists the following ten reasons why they support an inclusive education:

48. CTA | California Educator At one recent meeting, the inclusion of specialneeds students was described asone of the top concerns of classroom teachers today. http://www.cta.org/CaliforniaEducator/v7i6/feature_3.htm

Tuning up the IDEA You can't legislate backbone Inclusion: The key is individualization Professional development can ease adjustment ... Are minorities overrepresented in special ed? Inclusion: The key is individualization Inclusion can be extremely rewarding for general education teachers, but it can also be challenging and sometimes downright difficult. Mia Peoples and Sam, who's autistic, take turns tracing each other's outline during an art lesson at Melvin Elementary School in Reseda. At one recent meeting, the inclusion of special-needs students was described as one of the top concerns of classroom teachers today. For some students, appropriate inclusion might mean sitting in a general education class with a special education teacher or an instructional aide nearby. For other students, appropriate inclusion might mean special day class, with the exception of lunch, recess, art, music or assemblies. "The key is to meet the individual needs of each student," says Patty Arvin, a special education teacher in Fairfield and a member of the Solano County Education Association. "There is a tendency for people to define the 'least restrictive environment' as equaling full inclusion. I would prefer that we use the term 'appropriate inclusion' because that's what best meets the needs of the individual child."

49. National Association Of Secondary School Principals. NASSP Bulletin: Inclusion P Full text of the article, inclusion planning strategies Equalizing Do highschools help special needs students Link with their nondisabled peers? http://www.findarticles.com/p/articles/mi_qa3696/is_200002/ai_n8880390

@import url(/css/us/style1.css); @import url(/css/us/searchResult1.css); @import url(/css/us/articles.css); @import url(/css/us/artHome1.css); Home Advanced Search IN free articles only all articles this publication Automotive Sports FindArticles National Association of Secondary School Principals. NASSP Bulletin Feb 2000 Content provided in partnership with 10,000,000 articles Not found on any other search engine. Featured Titles for ASA News ASEE Prism Academe African American Review ... View all titles in this topic Hot New Articles by Topic Automotive Sports Top Articles Ever by Topic Automotive Sports Inclusion planning strategies: Equalizing opportunities for cognitively disabled students National Association of Secondary School Principals. NASSP Bulletin Feb 2000 by Krajewski, Bob Krajewski, Lynn Save a personal copy of this article and quickly find it again with Furl.net. It's free! Save it. Do high schools help special needs students Link with their nondisabled peers? Do we help them feet connected to significant adults? Do we encourage these students to get involved? Do we allow them to grow through the same opportunities other students have? Does high school provide a worthwhile transitional experience for them? A live with academic challenges and social opportunities through activities and organizations, high school should be an exciting "learning +" time in a student's life. For some it is the last fling before reaching independence and responsibility. The transitional experience for all, according to Breaking Ranks, lays a foundation for the next stage of life.

50. Theory Into Practice: Examining Middle School Inclusion Classrooms Through The L With the push for placing special needs students in inclusion classrooms, it isreasonable to assume a need to understand contextually relevant teacher http://www.findarticles.com/p/articles/mi_m0NQM/is_2_42/ai_102696731

@import url(/css/us/style1.css); @import url(/css/us/searchResult1.css); @import url(/css/us/articles.css); @import url(/css/us/artHome1.css); Home Advanced Search IN free articles only all articles this publication Automotive Sports FindArticles Theory Into Practice Spring 2003 Content provided in partnership with 10,000,000 articles Not found on any other search engine. Featured Titles for ASA News ASEE Prism Academe African American Review ... View all titles in this topic Hot New Articles by Topic Automotive Sports Top Articles Ever by Topic Automotive Sports Examining middle school inclusion classrooms through the lens of Learner-Centered Principles Theory Into Practice Spring, 2003 by Ilda Carreiro King Save a personal copy of this article and quickly find it again with Furl.net. It's free! Save it. This article provides an interesting set of ideas for applying the Learner-Centered Psychological Principles (LCPs) in the context of meeting the needs of special education students in inclusion classrooms. It examines the perceptions of middle school studentswith and without special needs in learner-centered, inclusion classroomsregarding teacher practices that are known to enhance student learning and motivation for all learners. It also describes firsthand examples of how educators can apply knowledge of learner-centeredness as a guide to instructional decision making, especially in inclusion classrooms. The Learner-Centered Psychological Principles (LCPs) (APA Work Group of the Board of Educational Affairs, 1997) have emerged as a framework for improving teacher practices that would enhance student learning and motivation using the most current knowledge in the field. Among those practices that most influence student success are attention to individual developmental differences, appreciation of student voice while setting appropriate challenges, directly teaching higher order thinking skills, and creating positive interpersonal relationships.

51. Inclusion Survey inclusion is most beneficial to those special needs students with mild physicalimpairments. 1 2 3 4 5. 16. Inclusive classrooms are not appropriate http://www.teachersdesk.com/highschool/_disc38/00000001.htm

High School Home Contents Search Post ... Previous Up Inclusion Survey From: Kate Date: Time: 12:13:08 PM Remote Name: Comments Hello, My name is Kate Romano. I am a senior at Ursinus College. I am conducting undergraduate psychology research concerning teacher beliefs about inclusion. I am posting my survey to internet discussion groups in the hopes of getting a large amount of data from teachers and administrators. I appreciate responses to this survey. If you have any comments or questions or want to send your results to my personal e-mail account my address is karomano@ursinus.edu. Feel free to pass this survey along to interested colleagues. Thank you for your time. Kate. Inclusion survey 1. sex 2. general education teacher, special education teacher or administrator 3. grade presently teaching 4. years teaching experience 6. personal definition of inclusion All responses to these statements are in the likert-type format from 1 (Strongly Disagree) to 5(Strongly Agree) with the statement 7. The most productive form of inclusion is the placement of special education students into the general education classroom where those students would benefit the most academically (i.e., classes where they excel or show great interest.) 1 2 3 4 5 8. The inclusion process is most successful when its implementation is considered part of a school's overall philosophy. 1 2 3 4 5

52. Ideal Lives Advocacy & Inclusion Center - Resources They emphasize content for preschoolers, special education students, special needs Education Project (6 hits) This is an Internet service providing http://www.ideallives.com/resources.php?a=lc&lid=56

53. Inclusion In Middle Schools. ERIC Digest. In a metaanalysis of the effects of inclusion on students with special to look for ways to include special needs students as outlined in the IDEA. http://www.ericdigests.org/2002-3/inclusion.htm

Site Links Home Search for ERIC Digests Privacy Policy Resources for Library Instruction ... Information Literacy Blog ERIC Identifier: Publication Date: Author: Hines, Rebecca A. Source: ERIC Clearinghouse on Elementary and Early Childhood Education Champaign IL. Inclusion in Middle Schools. ERIC Digest. Current legislation supports the concept of including students with disabilities in the general education classroom but leaves many wondering, "Is this approach working?" Determining the effectiveness of this practice is a task not easily accomplished. The term itself-inclusion-is not found in any law and is used inconsistently in the educational community. Inclusive programs differ greatly from district to district, both in definition and implementation. Variables such as amount and nature of support provided to the regular classroom teacher differ dramatically from district to district, sometimes from school to school and child to child, and are not easily controlled for research purposes. This Digest discusses the rationale for inclusion of students with mild to moderate disabilities in middle schools, explores recent research on inclusion, and discusses barriers to implementation. OVERVIEW The rationale for inclusion has never rested on research findings, but on principle. Proponents insist that the integration of students with disabilities is inherently right, compared often to the same right to racial integration. The generally accepted concept of inclusion is that students with disabilities attend classes with their general education peers with direct support from special educators.

54. Jelas - Inclusion: Equity Or Educability? - ISEC 2000 Malaysia s move toward inclusion was given impetus by its participation in (c) An inclusive education programme for students with special needs and who http://www.isec2000.org.uk/abstracts/papers_j/jelas_1.htm

Presented at ISEC 2000 Inclusion: Equity Or Educability? Zalizan M. Jelas ABSTRACT: OBJECTIVES OF PRESENTATION 1. To discuss the interpretation of policy pertaining to inclusion, its contradictions and its translation into practice; 2. To share experiences on how the national context explain and constrain inclusive practices. DEVELOPMENT OF POLICY Reforms through the new Education Act 1996, which provide that special needs children, be taught in inclusive settings. The terms 'special needs' and 'inclusive education' are defined in the Act as: "Students with visual impairment or hearing impairment or with learning disabilities" and inclusive education is introduced as part of the continuum of services available for children with special needs: "Special education programme" means - (a) A programme which is provided in special schools for students with visual impairment or hearing impairment; (b) An integrated programme in general schools for students with visual impairment or hearing impairment or with learning disabilities; and (c) An inclusive education programme for students with special needs and who are able to attend normal classes together with normal students.

55. Inclusion Initiative, New York City The inclusion Initiative (formerly called the Early Childhood Initiative) in The specialneeds students are fully integrated into the classroom with its http://www.ncrel.org/sdrs/areas/issues/students/earlycld/ea4lk17.htm

Inclusion Initiative, New York City The Inclusion Initiative (formerly called the Early Childhood Initiative) in New York City is an early childhood and elementary program that combines general education students and children with special needs in the same classroom. Funded by New Visions for Public Schools , the program emphasizes team teaching of special education and general education teachers, heterogeneous mixing of students, developmentally appropriate practice, authentic assessment, parent and family involvement in children's learning, and professional development. In addition to combining early childhood education and special education, some of the classrooms taking part in the initiative also are bilingual. The overall goal of the program, according to Rodriguez (1997), is "to create child-centered learning environments that encourage early school successes for all students and to eliminate tracking that occurs as children with diverse strengths and needs progress through the city school system" (p. 1). She adds that the program model includes "not only the full range of general education studentsfrom struggling to excelling studentsbut also students with a wide range of special education designationsfrom mild to severe" (p. 2). The special-needs students are fully integrated into the classroom with its challenging curriculum and high standards. In each classroom, the use of team teaching (a general education teacher and a special education teacher), a classroom assistant or paraprofessional, and smaller class size allows the teachers to provide individualized attention to each student.

56. ACSA Online : Publications : Report Of The ACSA Inclusion Task Force For some students inclusion may be an appropriate program; for others it may not . The instructional needs of general and special education students must http://www.acsa.org/publications/inclusion.cfm

Report of the ACSA Inclusion Task Force Adopted by the ACSA Board of Directors November 2, 1995Executive Summary ACSA's position is that inclusion is one placement choice along a continuum of program options to meet the educational and service needs of disabled students. For some students inclusion may be an appropriate program; for others it may not. If inclusion is to provide an effective instructional choice, a number of issues should be considered. These fall into six major categories: Educational Goals, Instruction, Support, Parent Education, Personnel and Finance. A decision to make an inclusion placement should be based on a determination of mutual educational benefit to both special education and general education students within the particular setting. In implementing inclusion, it is necessary to maintain the integrity of the general educational program. It is also necessary to maintain the integrity of the student's IEP by providing designated equipment, materials and support services. Parents of all students need to be made aware of issues regarding education of students with special needs, and of the legal mandates and protections afforded to both general education and special education students.

57. Techlearning Inclusion For Special Populations December 1, 2004 inclusion as the integration of students with special educational needs inclusion means inviting disabled students who have traditionally been http://www.techlearning.com/story/showArticle.jhtml?articleID=53200204

58. Cincl However, simply including students with special needs in regular classrooms The Project CHILD special needs inclusion Guide was written by experienced http://www.ifsi.org/cincl.htm

Inclusion and The Project CHILD Link Problem Educators and policy makers have begun to advocate for inclusion of children with special needs, rather than pull-out programs, especially since research has shown that pull-out programs are not always effective (Osborne, 1992). However, simply including students with special needs in regular classrooms will not produce positive results due to the unique characteristics of these children. Project CHILD Solution Project CHILD is designed to accommodate children requiring extra support in the CHILD classrooms and offers strategies for successful inclusion. The Project CHILD Special Needs Inclusion Guide was written by experienced CHILD special education teachers who piloted a very successful inclusion model at their school in Perry, Florida. The Guide offers modified yet enriching station activities, station Task Cards, behavior management strategies, and a wealth of information and techniques for working with the students. The Project CHILD model provides a perfect fit for including students with special needs along with their more able peers. Here are some examples: Structured classroom environment. Students with special needs work best in a structured setting where the expectations and limits are clearly defined. At the same time, they learn best when actively involved. The CHILD learning station structure and Passport/Task Card management system provides the repetition of procedures so important for these students.

59. The National Center For Inclusion - NJCD learners with special needs, facilitating the inclusion of students withspecial needs If you are interested in employing a special needs employee, http://www.ou.org/ncsy/njcd/inclusion.htm

The National Center for Inclusion The National Center for Inclusion strives to include every person within the Jewish community. This is facilitated through direct services, consultation, and support offered by our: Department of Educational Services Provides a wide range of direct services to Yeshiva Day Schools, and to students with mild to severe learning challenges and their families. Department of Vocational Resources and Job Placement Lets those with any disability know that they are a valued asset to the community. We work with schools and parents to prepare their children with special needs for entering the working world following graduation. The Department also matches employee with `potential employer, guiding them through the adjustments that take place at any new job site. For more information, or if you know of an available job, click here. Summer Programs Our well-known Yad B'Yad Summer Leadership Experience, going on its third summer, is growing by leaps and bounds.This special program lets twenty-five high school students join their Yachad peers while touring Israel. The high school students acquire knowledge and skills in leadership, programming, and special education while enjoying hiking, working on kibbutz, touring and having a blast. For more information on this year's program, click here "MY" Summer Camp

60. Special Education Inclusion inclusion of special education students They experience a change in theirspecial needs students who stand that also carries over to the child’s home. http://www.altimatemedical.com/cs/storyF.html

Home Products Case Studies Press Room ... Supplier Locator Product Overview Magician Original Seat Magician Comfy Seat 5000 Youth 5000 XL Ovation Strap Stand 6000 Glider Download Product Manuals Ordering "Standing 101" Educational Seminar Benefits of Standing Perfect Fit Guide "Life After SCI" DVD Find Funding FAQs AMI Product Reps Our Story Download EasyStand Catalog Warranty Registration Site Map Creating Inclusion by Standing By Nancy Perlich, COTA/ATS "The Mobile Magician is perfect for Tyler's activities. He loves the mobility and he can eat, play, watch TV, or most importantly do his homework." T. B. - Kansas City, Missouri, USA "Michelle can also use it as a classroom desk. It's very easy for one person to position her and get her up to standing without the risk of injury." S. K. - St. Cloud, Minnesota, USA "We got the Magician because we wanted to avoid the extra lifting needed with other standers. We were also impressed with the many possible positions between sitting and standing." H. T. - Boca Raton, Florida, USA "With the Magician we have the ability to change positions of our students in one piece of equipment." D. D. - Albany, New York, USA

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