Before I ask the world
Research has consistently documented"Inclusion jeopardizes the education of the 'other' students." Education in the most appropriate, least segregated Students with disabilities should be placed in the most normal educational settings possible that are appropriate to their needs consultation services for general education teachers information programs for families of students with and without disabilities information programs and activities for students with and without special needs special educators in general education classes as co-teachers collaboration among service providers and families enrichment activities and materials for all students involvement by professional support organizations university involvement, practica, and research supportResearch conclusively demonstrates supported inclusive education is favored by most "All truth passes through three stages. "Effective instruction begins when educators intentionally create learning environmentsAnn Turnbull, Rud Turnbull, and Michael Wehmeyer (2010)Exceptional Lives: Special Education in Today's SchoolsPearson Education, Inc., Upper Saddle River, New JerseyWhat is the "promise" that special education was to keep? With 189 member countries, staff from more than 170 countries, and offices in over 130 locations, the World Bank Group is a unique global partnership: five institutions working for sustainable solutions that reduce poverty and build shared prosperity in developing countries. It was to demonstrate to all people, and especially those of us mostintimately involved, that each person can contribute to the larger society, that all people are equally valuable, that a human beingis entitled to developmental opportunities and that development is plastic.We have been faithful; we have supported humanistic precepts and philosophies, and we have believed that there is "enrichmentThus, the promise of special education has always been, and remains today, not a special curriculum, or special methods, or evenspecial teachers.
special educators work directly with all students improved communication with parents and other family members accommodations, adaptations, modifications, and differentiated instruction benefit all teachers and learners teachers who work together solve more problems than when they work alone students with learning/behavior problems who are not eligible for special education benefit from support school-wide, district-wide focus on improved instruction access to academics and extracurricular activities through universal design for learning development of positive self-concept, independence, and self-advocacy skills increased number of individualized education program goals are met in integrated settings learning that diversity exists and can be positive understanding and appreciating individual differences learning how to accept and deal with the disabilities likely to be faced by family/friends/self later in life more positive attitudes and interactions with others development of positive self-concept, independence, and self-advocacy skills opportunities for leadership as peer tutors, cooperative learners, and models opportunities to be tutored by peers with special needs interaction with special educators and other service providers engaging with enriching instructional methods/activities/materials/technology improved performance resulting from universal design for learning learning about empathy, compassion, and supporting others partnerships with special educators, therapists, and other service providers support systems (supplementary aids and services) inservice programs and consultation helpful to all learners becoming skilled at differentiated instruction for all learners special education assistance with students who are developing typically sense of accomplishment in supporting all students to achieve their potential university involvement through research and practica support federal and state funding of supported inclusive education focusing on special learning needs rather than duplicating efforts of the general education classroom becoming an integral part of the general education community partnerships with general educators, special educators, and other service providers increased hope for their sons' and daughters' development and success enjoying the benefits listed above for their sons and daughters with and without special needs, children with disabilities, including children in public and private institutions or other care , and that special classes, separate schooling, or other removal of In IDEA, the term "restrictive" is synonymous with the word "segregated."