61. Research It required that special needs students be educated in the Least restrictive Even if inclusion of special education students is morally right, http://www.nmsa.org/research/ressum14.htm

RESEARCH RMLE ONLINE RESEARCH ARTICLES RESEARCH SUMMARIES ... back to Research NMSA Research Summary #14 What is the impact of inclusion on students and staff in the middle school setting? (1998) Defining Inclusion Inclusion can be deeply disturbing because it challenges our unexamined notions of what "ordinary" and "normal" really mean (Pearpoint and Forest, 1997). To understand inclusion, we must look at its definition , origins, implications, and past and present research. In the educational setting, inclusion means that all students, including those with mild and those with severe disabilities, be placed in the least restrictive environment available. This often means the regular classroom. Inclusion is not synonymous with mainstreaming. While mainstreaming is viewed as a benchmark where students "earn" their way back into the classroom, inclusion establishes the student's "right" to be there in the first place. Services and supports are brought to the regular classroom as needed. The current inclusion movement challenges educators to look beyond mainstreaming to find inclusive strategies to meet student's individual needs. Inclusion calls for a more complete merger of regular and special education (Hines and Johnston, 1996). Inclusion is a philosophy. The philosophical position of inclusion is based primarily on two arguments:

62. Links For Special Needs Students Learning needs.com, Find software suggestions for special needs students Center for inclusion, Programs dedicated to individuals with special needs and http://www.ccts-ettc.org/top/new webpages to upload/links_for_special_needs_stud

Links for Special Needs Students Title Description URL Inclusion Parents, teachers, and administrators share resources, ideas, and experiences http://www.quasar.ualberta.ca/ddc/inclusion/index.html Instant Access Treasure Chest Teacher’s guide to learning disabilities. http://www.fln.vcu.edu/ld/ld.html IntelliTools Activity Exchange Here are some high-quality, computer - based, educational activities to try! http://www.IntelliTools.com/ Internet Resources for Special Children (IRSC) I nformation relating to the needs of children with disabilities. http://www.irsc.org/ Disabilities Education Act (IDEA) S trategies to improve educational results for children. http://www.ideapractices.org/ Guide to Assistive Technologies for Children A parent’s guide to helping kids with learning disabilities http://www.schwablearning.org/index.asp Half the Planet Half the Planet Foundation http://www.halftheplanet.com/ Exceptional Children Improving educational outcomes for individuals with exceptionalities, students with disabilities, and/or the gifted.

63. Including Special-needs Students In Regular Classrooms . . . ByPeter Farley Opponents of inclusion say integrating special needs students into the regularclassroom stresses the importance of the social aspects of school over http://www.umass.edu/journal/car/studentwork/farley.html

Students' Work Including special-needs students in regular classrooms seems to improve student academic performance, data show by Peter Farley AMHERST The inclusive-style classroom may be denying elementary school special needs students the attention they require and the education they deserve, according to some local teachers. But an analysis of available data gives a different picture. Now only one question remains: which method of grouping is most effective in helping students, with and without disabilities, to achieve their expected goals? IDEA requires that disabled students be placed in a setting that constitutes the "least restrictive environment." In other words, the government calls for disabled students to be educated with those who are nondisabled, to the maximum extent appropriate. However, teachers such as Mary Donovan, a fourth-grade instructor at Crocker Farm Elementary School in Amherst, say the law is often misinterpreted. The "least restrictive environment" isn’t always the regular classroom for special needs students, Donovan said.

64. SERI Inclusion Resources New Horizons inclusion of students with special needs New Horizons is a virtualwarehouse of information on the requirements necessary for the successful http://seriweb.com/inclu.htm

SERI I nclusion R esources The inclusion network - This site goes beyond the schoolhouse and aims for ways to engage "people with disabilities in all our daily activitiesat school, at work, at home, and in the community." The site features an Inclusion Marketplace, helping those with disabilities obtain jobs, as well as Inclusion Consulting Services that employers can use to help set up their workplace to accommodate those with disabilities. Enabling Education Network - The University of Manchester in England provides a worldwide perspective on inclusion. The site aims to disseminate information on inclusionary practices and to support and promote the inclusion of marginalized groups in education. Here, find information on educating the deaf in Afghanistan, national policies of inclusion in England, and helping to educate disabled refugees in Nepal. New Horizons: Inclusion of Students with Special Needs New Horizons is a virtual warehouse of information on the requirements necessary for the successful inclusion of special needs students into the standard classroom environment. Inclusion... Or Yours, Mine, Ours

65. Special Needs News & Views (Susan Ohanian Speaks Out) Some advocates for specialneeds students say inclusion is supposed to happenthe other way around. The goal, they say, should be to serve disabled students http://susanohanian.org/show_special_news.html?id=107

66. Special Needs Official Documents regarding special needs students that each disabled studentmust have and the inclusion of disabled students in academic assessments. http://wwwcsteep.bc.edu/CTESTWEB/special/special.html

Testing Students with Disabilities Back to Spotlight Issues Back to CTEST Home Introduction to the issue Official Documents regarding special needs students Special needs testing in the News Weblinks for further information Introduction to the Issues As increasing numbers of students with disabilities apply for admission to institutions of higher education, many are seeking modifications during admissions testing to accommodate for their disabilities. Many of these accommodations are granted. The most common modification is extended time for test administration, although large print versions of tests, readers for tests, and other types of accommodations are also provided. When these accommodations are granted, many of those taking the tests with modifications are unaware that the score reports for such testing usually are sent to colleges or universities with a "flag" or other designation indicating that the test was given under nonstandard conditions. This nation currently embraces important social policy goals of allowing persons with disabilities to participate as fully as possible in society without having to face negative bias or stereotypes. For too long, many individuals with disabilities have had to confront unfair presumptions about their abilities to succeed in education and employment. There are now laws in many states and two federal laws designed to prohibit discrimination against individuals with disabilities.

67. Philpot,Janice of students with special needs into the general education environment. Full inclusion is a philosophy supporting the placement of all students with http://www.lesley.edu/faculty/jphilpot/jpspedevolution.htm

Understanding the Evolution of the Term Inclusion: How we got here ... Special Education Is instruction designed to meet the unique characteristics of students who have needs that cannot be met by the standard school curriculum and standard school methodology. Comments: A common misunderstanding of the term "special education" is that it is a place or person or program. Special Education by definition is instruction. It is a form of instruction required by a student(s) to maximize their learning. The application of special education instructional practices vary and have their foundations in many philosophical disciplines. Oftentimes the combination of various special education instructional practices creates an effective learning environment for all students. As current research shows the learning styles of students vary and a multi-modal teaching format enriches the classroom curriculum for all. Therefore for use of special education instructional practices proves beneficial for the total classroom environment. The Historical Perspective of Special Education (http://www.lesley.edu/faculty/thormann/spedhis.htm and http://www.lesley.edu/faculty/thormann/backgr.htm) sets the context for the evolution of the following terms. The terms can be understood conceptually by looking at the individual components of the definitions and examining its pieces. Viewing each term in this manner provides a holistic understanding of the concept/term and its evolution.

68. Inclusion: The Children's School The inclusion classroom provides the context for children to develop a Children with special needs (including both special education students and http://www.newvisions.org/schoolsuccess/practices/inclusion/ChildrensSchoolBest.

The Children's School Lorraine Boyhan, Principal Arthur Mattia, Assistant Principal P.S. 372 K 512 Carroll Street Brooklyn, NY 11215 Year Started: Fall 1992 Enrollment: 345 students Grades: Pre-Kindergarten-5th Overview Founded by teachers, parents, and administrators, The Children's School is a collaboration between Districts 15 and 75 to serve children with a broad range of abilities and disabilities in general education classes on a full-time basis. It is the mission of the school to provide all students with a rigorous standards-based curriculum that will challenge them to perform their best. The Children's School employs a child-centered approach (teachers learn about the strengths, needs, and interests of each child and incorporate them into the curriculum and their instructional practice). Respect for all is the underlying principle of The Children's School. The inclusion classroom provides the context for children to develop a sensitivity for one another as well as an acceptance of and appreciation for individual differences. Structure of Inclusion Model The Children's School uses a team-teaching model. In every class there is a special education teacher and a general education teacher who are jointly responsible for the class. Each of the classrooms also has at least one teaching assistant. There are approximately 19 general education and six special education children within a classroom. In each of the classes there is at minimum two students who would have otherwise been placed in self-contained Specialized Instructional Environment (SIE) classes. Each class is structured so that it is as heterogeneous and balanced as possible in terms of children's academic strengths, behavior, and gender. Within one classroom it is not unlikely to find students who would have otherwise been in gifted classes with students who would have otherwise been in special education classes.

69. Pearson Education - Including Students With Special Needs Including students With special needs, Marilyn Friend, William Bursuck. The most widely adopted text in inclusion courses, Including students with http://www.pearsoned.co.uk/Bookshop/detail.asp?item=100000000101873

70. Staff Bulletin: November 17, 2004 What it Means to Provide inclusion for students with special needs. Before theearly 1990s, special Ed students (as they were labeled then) were segregated http://www.sandi.net/staff/staffbull/11_03_04/disability.html

What it Means to Provide Inclusion for Students with Special Needs Before the early 1990s, Special Ed students (as they were labeled then) were segregated by separate rooms and buildings and taught by special education teachers. Since then, inclusion is the accepted form of educating children with special needs. Inclusion acknowledges people with special needs as being people and helps staff and students focus on accepting these children as students in our everyday lives at school. Inclusion assumes that every person, despite their abilities or inabilities, deserves respect and dignity, equal rights according to the law, and is given the same opportunities to succeed. Effective strategies are to identify the needs based on assessment results and implementing programs and/or services that meet the students' needs. When inclusion is implemented appropriately in our classrooms throughout the district, all students benefit. The outcome for all students is a better understanding of individuals with special needs as well as acceptance and support for the diversity within our community. One such innovative program is Deaf and Hard of Hearing Co-teaching at Lindbergh-Schweitzer Elementary School. The program mirrors the district's mission statement, "to improve student achievement by supporting teaching and learning in the classroom," through full instructional collaboration between special education and general education in an integrated environment. Lindbergh-Schweitzer is known for its diverse student population, so much that the school's philosophy is "Although we are alike in many ways, our differences are to be valued."

71. INCLUSION: Gary Eustace How do you get the students with special needs involved in the high schoolâs it may need to facilitate the inclusion of students with special needs? http://www.ualberta.ca/~jpdasddc/incl/eustace.htm

Level: Secondary Topics: Behaviour management; Frustration; Extracurricular activities; Peer hostility; Teacher attitude; Resource teachers; Political action Gary Eustace Resource Teacher Bishop Marrocco, Thomas Merton Catholic Secondary Toronto, Ontario What are your strategies for dealing with students who may become frustrated? Well, there are two ways. The first is the preventative method, which involves clarifying the instruction for the student, or breaking the task down into more manageable chunks. This way the student can clearly see what the expectations are, and that way they donât become frustrated by the tasks themselves. On the other hand, there are those students who, for a variety of reasons, have a difficult time controlling their frustration or anger, and so crisis prevention intervention comes into effect. One of the things that I would do is ask the student to leave the room. That way they are not in front of their peers because they may become embarrassed and/or it may heighten their frustration. I would also talk to the student in a low, calm voice. Itâs also important not to stand too close to the student because you might agitate them by invading their space. You should also be aware of any cultural differences you may be dealing with, particularly in our area, which is very ethnically diverse. For instance, in some cultures it is considered offensive to look an adult in the eye. Once I have the student outside the classroom and theyâve calmed down, I try to build on the rapport that Iâve established with them. I would start asking them questions in order to get the student focused. Iâd ask things such as:

72. INCLUSION: Gayle Baker The students with special needs would work on the same thing, We had one peertutor and the student with special needs go to Nordstrums to try on http://www.ualberta.ca/~jpdasddc/incl/baker.htm

Level: Secondary Topics: Peer tutors; Keyboarding; Aerobics; Child development; Sex education; Non-compliance; Parents - Contact log; Extracurricular activities Gayle Baker Special Education Teacher Viewmont High School Bountiful, Utah Can you describe the types of modifications you would make for your students with special needs in keyboarding class The number one thing that we do here is provide one-on-one assistance through the use of a peer tutor. We have a large peer tutoring program, and wherever possible a student with special needs has a peer tutor. Peer tutors are especially useful in regular education classes because the number of students in those classrooms can be close to forty. Therefore, the teacher doesn't have the time to work individually with the students with special needs. When we select peer tutors for a keyboarding class, we would look for someone who has some keyboarding experience. That way the peer tutor will know how to do things like get into the system, use a pass word, and exit because they're going to have to be instructing the students with special needs on what needs to be done. In terms of modifying the keyboarding curriculum, the teacher will ask the students to do certain exercises out of a portion of the book. The students with special needs would work on the same thing, but they wouldn't complete as much as the rest of the class would. For instance, if the teacher wants the class to type a certain paragraph five times for practice, we would cut that down to twice for a student with special needs. When the students with special needs are assessed, they are graded on what they were able to do, not on what the rest of the class is doing.

73. Etta Israel Staff Article - Inclusion That Works inclusion is based on the premise that a student s overall needs are best Our philosophy is that students with special needs can be educated within the http://www.etta.org/art-inclusion.htm

Staff Article The Etta Israel Center Inclusion Model for Day School Students: Inclusion That Works! by Michael B. Held, Anne Arenson Kemp, and Richard L, Goldman Most Jewish day schools face a dilemma as to whether and how to serve students with special needs. The Etta Israel Center, founded in 1992, provides an infrastructure for referral, assessment, consultation, direct service, advocacy, and teacher training for special needs students in 15 Los Angeles area Jewish day schools with a combined student enrollment of 4,000 students. The cornerstone of these services is the development and operation of a complex and highly effective inclusion model which currently supports the education of 57 students directly, and hundreds more indirectly, through teacher training and professional development. By virtue of the sharp definition of the student population's parameters, and through the experience of expanding this model from one school site to seven, it is our feeling that this model is replicable and can and should be considered for any Jewish day school, regardless of ideological perspective. WHAT IS INCLUSION?

74. Keys To Successful Inclusion Keys to Successful inclusion. Including students with Disabilities in Their 25students include 4 who have special needs due to disabilities and 2 http://www.teachervision.fen.com/page/2972.html

var do_survey = 1; Explore Our Sites... Family Education Network Home PARENTS FamilyEducation MySchoolOnline TEACHERS TeacherVision Quiz Lab MyGradeBook MySchoolOnline REFERENCE Infoplease Fact Monster KIDS FEkids FunBrain Fact Monster Members - Sign In Become a Member Membership Help Teacher Sweepstakes ... Help Keys to Successful Inclusion Including Students with Disabilities in General Education Classrooms Provided in partnership with: The Council for Exceptional Children From: The ERIC Clearinghouse on Disabilities and Gifted Education ERIC EC Digest #E521 1993 The Individuals with Disabilities Education Act (IDEA) requires that a continuum of placement options be available to meet the needs of students with disabilities. The law also requires that: "to the maximum extent appropriate, children with disabilities ... are educated with children who are not disabled, and that special classes, separate schooling, or other removal of children with disabilities from the regular environment occurs only when the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be attained satisfactorily. IDEA Sec. 612 (5) (B)." One of the educational options that is receiving increasing attention is meeting the needs of students with disabilities in the regular classroom. This digest is written for the practitioner who is working in the regular class environment with students who have disabilities. Years of research have contributed to our knowledge of how to successfully include students with disabilities in general education classes. Listed below are the activities and support systems commonly found where successful inclusion has occurred.

75. EDCI 650 Reacts: Students With Special Needs inclusion of students with special needs in the. Principles and Standards forSchool Mathematics. Abstract. The National Council of Teachers of Mathematics http://www.math.umd.edu/~dac/650old/doepaper.html

Inclusion of Students with Special Needs in the Principles and Standards for School Mathematics Abstract The NCTM member handbook (NCTM, 1998a) has expanded and refined this description of every child. The Board of Directors state they are concerned about students who have not been provided with education opportunities for reasons such as language, gender, physical impairment, socioeconomic status, ethnicity, and so on (NCTM, 1998a). Therefore, they reiterate that "every child" includes: In both definitions there is one group that is not specifically mentioned, students with special needs. This includes students with a disability and those identified as talented and gifted. Based on the recent trend of including students with special needs in the regular education program, the definition should include this broad category of students. Expanding the Definition of "Every Child" Inclusive Education and the Standards 2000 Students in Inclusive Classes Instructional Techniques Inclusion and the Standards 2000 Strategies for Students with Special Needs Strategy Instruction WORDS can help students recall steps for solving a word problem. The steps for this are: (a) read the

76. Inclusion A board must provide a student with special needs with an educational inclusion is the value system which holds that all students are entitled to http://www2.sd38.bc.ca:8004/District Disc Papers/S0028BD8D-0028BE06?WasRead=1

77. The Lonely Child...still Lonely Even With Inclusion.... Since most people say that inclusion is for students to help with their social Are the special needs students having conversations with the other kids? http://www.suite101.com/article.cfm/special_education/67927

Topics Articles Links Free Courses Home Directory 22 Communities What's New ... Free e-Courses Search Suite101.com Within: Special Education Education New Topics Special Education Educational Leadership Libraries Montessori Education ... More... New Articles Competitions for Talented Kids Measuring a School's Success Enjoying museums with children Back to School Study Considerations ... More... New Discussions Linking Enjoying museums with children Welcome Back! Feynman's Rainbow ... More... My Recent Articles Supreme Court to Hear Special Ed Case Educational Disabilities: a Brief Overview Inclusive Special Education: An Introduction Related Online Courses Getting a Grip on Children's Lit Kitchen Safety for Kids Homeschooling Your Special Needs Child The Lonely Child...still lonely even with Inclusion.... Home Social sciences Education Schools and their activities; special education Author: Mary Pantazis Published on: May 1, 2001 Welcome Page My Articles Discussions for You My Bookstore ... Community Bookstore Subscribe to My Topic In my years of teaching and working with special education and talking with parents of special needs children, all of the parents had one major concern in common. The concern was always the same one, they wanted their child to have friends, to get invited to birthday parties and sleep overs. To have a playmate and to be able to have fun with other children. Always the complaint was that their child never had a friend.

78. Inclusion - Preparing For Inclusion inclusion Preparing for inclusion Consultant Model - In a building with alow incidence of special needs students and overall low student population, http://www.uni.edu/coe/inclusion/preparing/building_levels.html

Inclusion Models for a Building Level by Elaine E. Daack, UNI masters thesis (1999) More and more general education and resource teachers are working together using different forms of teaming. A number of these models been successfully implemented at building level in school districts across the United States. Three of those models ar e a consultant approach, teaming, and co-teaching. (Gartner and Lipsky, 1997). Consultant Model - In a building with a low incidence of special needs students and overall low student population, this model would be very compatible. The special education teacher is made available to reteach a difficult skill or to help the student(s) practice a newly acquired skill. This is a non-intrusive approach that provides the special needs students with at least two teachers to ask for help with curriculum problems. Regularly scheduled meetings are recommended rather than communica tion on an as-needed basis. Teaming Model - The special education teacher is assigned to one grade level team with one planning period per week for the team. The special ed teacher provides student information, possible instructional strategies, modification ideas for as signments/tests, and behavior strategies. The team meets on a regular basis, establishing consistent communication among the team members. The team model is presented so teachers are not working independently to achieve success with their students. All team members work together and broaden their knowledge in various areas, whether they are from general education or special education.

79. Becta :: Inclusion And SEN These cover ICT use with learners who have special educational needs such help students with significant communication difficulties. inclusion website http://www.becta.org.uk/teachers/display.cfm?section=1

80. 0 (Gotham Gazette. January, 2003) By contrast, statewide, just 38 percent of specialneeds children were placedoutside the But throwing special education students into general education http://www.gothamgazette.com/article/20030106/6/44

loadCivicsImages(6); @import "/css/complex.css"; @import "/css/complex_vnav.css"; You are using an old browser: This site will look much better in a browser that supports web standards , but it is accessible to any browser or Internet device. Firefox is an excellent, free, browser for all types of operating systems. Citizens Union Foundation Gotham Gazette Topics NYC Books ... Donate THIS SITE Archives Index to Stories Corrections Site Map ... Sign Up For A Free E-mail Newsletter TOPICS Arts Children Civil Rights Community Development ... Waterfront LINKS ORGS NYC Government NYS Government US Government Advocates ... Think Tanks BOROS Bronx Brooklyn Manhattan Queens ... Staten Island News Sites NY Times Daily News NY Post Newsday ... Education / This Month's Article Education Newsletter Sign up for the monthly Education newsletter: Full Name: Email: The Topic Education refers to the organization and performance of the public schools and public support institutions established for teaching children from pre-K-12th. The Context NYC's public education system is the nation's largest. Over a million pre-kindergarten through 12th-grade students attend its 1,100-plus schools. The head of the school system is the chancellor, who is appointed by the mayor. The chancellor is advised by the Panel for Educational Policy on which sit five parents appointed by the borough presidents and seven mayoral appointees. Under a newly reorganized Department of Education (which has replaced the long-time Board of Education), the city's elementary, middle and high schools are administered by 10 regions headed by regional superintendents. (The organization of the system is described in a Department of Education

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