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Chapter 3


8 Pages

Course Code
Stuart Kamenetsky

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Notes From ReadingCHAPTER 3 INCLUSION AND MULTIDISCIPLINARY COLLABORATION IN THE EARLY CHILDHOOD AND ELEMENTARY SCHOOL YEARS PGS 5081A Changing Era in the Lives of Children with Disabilities For infants toddlers and preschoolage children the world is defined primarily through family and a small group of sameage peers As children progress in age and development their world expands to include their neighborhood school and he larger community Inclusive EducationMainstreaming Placement of students with disabilities into general education classrooms for some or all of the school day The term mainstreaming fell from favour when it became associated with placing students with disabilities in general education classes without providing additional supportInclusive Education Students with disabilities receive the services and supports appropriate to their individual needs within the general education setting Whereas the traditional model for special education pulls the student out of the general education class to receive support inclusive education focuses on pushing services and supports into the general education setting for both students and teachers Full Inclusion Students with disabilities receive all instruction in a general education classroom support services come to the student Partial Inclusion Students with disabilities receive some of their instruction in a general education classroom with pullout to another instructional setting when appropriate to their needsThe success of full and partial inclusion depends on several factors including a strong belief in the value of inclusion on the part of professionals and parents Pullout programs have caused negative effects or obstacles to the appropriate education of students with disabilitiesProponents of pullout programs have argued that the available research doesnt support the premise that fulltime placement in a general education classroom is superior to special education classes for all students with disabilities Characteristics of EvidenceBased Inclusive SchoolsThe No Child Left Behind Act of 2001 and IDEA 2004 showed agreement that schools are most effective in promoting student achievement and valued postschool outcomes when theyoPromote the values od diversity acceptance and belongingoEnsure the availability of formal and natural supports within the general education settingoProvide services and supports in ageappropriate classrooms in neighbourhood schoolsoEnsure access to the general curriculum while meeting the individualized needsoProvide a multidisciplinary schoolwide support system to meet the needs of all students Diversity Acceptance and BelongingAn evidencebased inclusive school promotes acceptance and belonging within a diverse culture The responsibility for ensuring a successful inclusive program lies with adults who create learning through individualized and appropriate educational instruction consistent with each students abilities and interests Formal and Natural SupportsWith an effective inclusive school students with disabilities must have access to both formal and natural support networksFormal Supports Educational supports provided by and funded through the public school system They include qualified teachers paraprofessionals and access to instructional materials designed for or adapted to individual needs
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