Wayne Said:

Do you know any good websites about inclusion in education as it relates to exceptional student education?

We Answered:

www.circleof inclusion.org

June Said:

The history of inclusion in education government policy?

We Answered:

if you call D of E on 0845 6022260 and ask them for a copy of inclusive schooling it gives you the history in there

Pearl Said:

How can you use the behaviorist approach for inclusion in special education?

We Answered:

As a special educator, I love behaviorism. If students are motivated, they can and will do just about anything. If students are not motivated, you have lost the battle.

By performing and ABC (antecedent-behavior-consequence) analysis, by talking to the student and those that know him/her, and by reviewing the student's records, you learn why the student does what he/she does ("the function of the behavior"). You also learn what the primary motive or interest of the student is (basketball, the Lakers, snakes, or whatever). This may be the only thing that motivates the student. Once you weave rewards or incentives into the curriculum for academics and good behavior associated with the student's area of interest miracles happen!

Students with years of failing academics, screaming fits, running episodes, aggressive behaviors, and self-injurious behaviors have been turned into happy, compliant, and productive students. Once this is implemented and accomplished, full inclusion is the natural result.

Rick Said:

Questions about special education inclusion?

We Answered:

You don't say whether you teach at a public school or not; this could make a huge difference. The following applies to public schools:

There is nothing that violates IDEA legislation about this practice as long as the 12-16 special education students are able to make meaningful academic progress in that environment. That's known as 'FAPE' (a free and appropriate public education).

What could be problematic is who the 12-16 regular education students are. Are these students with behavior problems or learning problems but they haven't been identified as needing special education? Ideally, the regular education students in the classroom should be average achievers with average social skills and no significant behavior problems. Your students with disabilities will need to have typically-developing and typically-achieving peers to learn from. That's why most of the research on inclusion is positive--when appropriate supports are provided to the students with disabilities. THey can't just be placed in a regular education class without support.

Most special education programs are "mixed-categorical" meaning that you can, legally, have students with a variety of disabilities in the same type of program. Again, as long as the special education students continue to proffer benefit in this program, there is no IDEA violation.

The only legal violation that could potentially arise here is a caseload issue. Each state has a maximum caseload for each type of program (e.g., learning support, emotional support, autistic support). That means the special education teacher in that classroom will have a maximum number of students s/he can serve in the class.

Eric Said:

can anyone please tell me what factors would make inclusion (in education) more successful?

We Answered:

Starting "inclusion" early in the student's career, and maintaining inclusionary placement as long as possible, determined by the individual student, not by budgets or other determinants.

Support for teachers operating inclusionary classrooms.

"Push-in" v. "Pull-out" related services (speech &c)

Increased opportunities for inclusion in the community, not just in school.