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EMTH 450

EMTH 450 . Personal Project: Understanding Special Education in the General Classroom (Inclusion) . What Is Special Education? . Myth I nclusion jeopardizes the education of the 'other' students Inclusion is another educational fad.  The pendulum will swing back to segregated education .

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EMTH 450

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  1. EMTH 450 Personal Project: Understanding Special Education in the General Classroom (Inclusion)

  2. What Is Special Education? • Myth • Inclusion jeopardizes the education of the 'other' students • Inclusion is another educational fad.  The pendulum will swing back to segregated education. • Don't go into special education.  It's being phased out because of inclusion • Fact • When it's done correctly, supported inclusive education enriches the quality of education. Research has consistently documented the benefits for all students. • A return to completely segregated special education would take the repeal of two constitutional amendments (5th and 14th), the repeal of nearly 40 years of legislation, and overturning nearly 50 years of litigation.  This "fad" has been present for 36 years • The number of segregated settings for students with special needs has decreased, not special education. Only for Children with Diagnosed disabilities. ( ie. Physical, mental, behavioural … ) Also for exceptionally gifted students as well as regular stream students http://www.tommihail.net/inclusion_myths.html

  3. What Is Special Education In Relation To Inclusive Education? • Special Education is: • modification of school or educational services to meet the special needs of Disabled children • Disabled children deviate from the normal either socially, intellectually or physically due to their handicap. Therefore, it is a special Educational arrangement in teaching to meet their deficiency in Academic work, Communication, Social and mobility skills • Inclusive Education is: • extending equal opportunities for Education to Disabled children, which are appropriate to their special needs, in a least restrictive environment, along with other children, in a regular school, so that they grow and develop like the other children. It needs the supportive services or a Resource Teacher • views disabled children as a part of the whole school system, right from enrolment. They are there in their respective community. It is a strategy to develop teaching and a methodology of teaching, using special Instructional material to reach all children, and not particularly any group. It provides options in such a way where all children can learn viz. teaching is planned and presented in such a way to reach all http://wikieducator.org/Inclusive_Education#Type_and_levels_of_Disabilities

  4. Types Of Inclusive Education • Full Inclusion – student(s) integrated full time into regular stream class room with/with out support. • Part Inclusion - student(s) integrated for certain classes through out the day based on what the student can handle with out being over whelmed in a regular stream class room with support. • Pull Out – student(s) are fully integrated in the regular stream class with/without support but are pulled out for short time on a regular basis for one on one support. (amount of pull out time depends on the student and their specific needs)

  5. The Role Of Teachers In Meeting The Special Needs Of All Students In Inclusive Class Rooms • The role of teachers in meeting the special needs of children with disabilities vary from one disability to other. How ever there are certain common roles. They are listed below. • Identification of the children with disabilities in the classroom. • Referring the identified to the experts for further examination and treatment. • Accepting the children with disabilities. • Developing positive attitude between normal children and disabled children. • Placing the children in the classroom in proper places so that they feel comfortable and are benefited by the classroom interaction. • Enabling the children with disabilities to avail the facilities provided for them under IED scheme. • Removing architectural barriers wherever possible so that children with disabilities move independently. • Involving the children with disabilities in almost all the activities of the classroom. • Making suitable adaptation in the curriculum transaction so that the children with disabilities learn according to their ability. • Preparation of teaching aids/adaptation of teaching aids which will help the children with disabilities learn. • Parental guidance and Counselling and public awareness programme through school activities. • Acquiring competencies which are essential in meeting the needs of the children with disabilities. • Cooperating with resource teachers if resource rooms are available. • Collaborating with medical and physiological personnel social workers, parents and special teachers. • Providing scope for cooperative learning among disabled and normal children. • Conducting case studies and action research related to the specific problem of children with special needs. • Construction of achievement and diagnostic tool. • Adaptation in evaluation for children with special needs. • Nurturing the talent among children with disabilities. • Providing remedial instruction to the children who require it. http://wikieducator.org/Inclusive_Education#Type_and_levels_of_Disabilities

  6. Strategies For Meeting The Special Needs Of Children With Disabilities • Reducing the deviation • This can be achieved in two ways - reducing the defect/disability and reducing the visibility of the defects • Reducing the disability • this is possible through the following strategies. • (i.) Practice - copy writing, speech training, remedial instruction etc. • (ii) Substitute learning-use of left hand if right hand becomes deformed. Lip reading if unable to develop speech, braile learning, type writing, if unable to write by hand etc. (Devices which help in improving functioning) • (iii.) Functional prosthetics – magnifying glasses for the children with partial sight, hearing aid calculators, if unable to compute, braile type writer, alphabetic chart for those who forget the shapes of the letters etc.

  7. Strategies Cont……. • Reducing the visibility of the defect • this is helpful in developing positive attitude towards the children with physical defect. The visibility of the defect can be reduced through the following strategies. Use of the cosmetic prosthetics; Use of artificial limbs which are not functional, wearing black glasses by blind person, transparent hearing aid. Etc. Compensatory learning; proper body posture control learning appropriate social manners etc • Changing the environment: Manipulation of the environment is also very much essential in meeting the special needs of children with disability. this involves • Alteration of physical environment • Improving responses-Removing architectural barrier so that mobility is eased, adaptation in the house hold articles so that day to day activities can be carried out without much difficulty, adaptations in the communication devices. like videophone for the deaf, talking machine for the blind etc. • Improving stimulus large print book for the partially sighted, proper placement in the class for the deaf avoiding distraction for a child with concentration problems etc. • Alteration of the social environment. • through parental guidance and Counselling Orientation to the peers, public awareness programmes teacher training programmes http://wikieducator.org/Inclusive_Education#Type_and_levels_of_Disabilitiesa

  8. Instructional Methods To Help Make Sure All Students Learn • No one single method of instruction will work well with every learning objective and for every student in your classroom • Good teaching brings about the desired student learning. Methods that are not effective with general education students are not likely to be effective with students who have disabilities. • Not all students will learn the same content at the same rate. This is true for all students and not just students who have disabilities. • Students who have disabilities, as well as some other students, may require specific types of experiences to maximize their ability to learn. • All students need time and practice to consolidate what they have learned. The amount of time needed and the amount of practice varies from student to student. http://serge.ccsso.org/essential_questions.html

  9. Resources • http://www.ineducation.ca/(Journal on Inclusive education) • http://www.education.gov.sk.ca/IntensiveSupports ( Government website) • http://daretodifferentiate.wikispaces.com/Planning+for+and+Managing+Differentiation (Differentiated instruction) • http://differentiationcentral.com/examples/InteractiveDILESSON.htm (Differentiated instruction) • http://www.autism-resources.com/links/index.html (Autism website with many great autism resource links) • http://www.help4adhd.org/ ( ADHD website with many resources) • http://www.emergingedtech.com/2009/08/internet-resources-for-teachers-working-with-hearing-impaired-students/( Hearing Impairment resources for educators) • http://www.cdss.ca/ (Down Syndrome society website ) • http://www.theteachersguide.com/Specialeducation.html (Special Education Website with Resource links to all types of Disorders enountered with in the educational setting)

  10. Bibliography • http://wikieducator.org/Inclusive_Education#Type_and_levels_of_Disabilitiesa • http://serge.ccsso.org/essential_questions.html • http://wikieducator.org/Inclusive_Education#Type_and_levels_of_Disabilities • http://www.tommihail.net/inclusion_myths.html

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