Special Education-Do You Agree or Disagree

Special Education-Do You Agree or Disagree

Question One: My Position

I agree with the assertion of having full inclusion in the education program as it denies the students living with disabilities the opportunity to fully exploit their potential and navigate the ideal ways of dealing with life challenges.

1. By having all the students attend standardized classrooms, the students living with disabilities will make efforts to catch up with others and learn the best way of coexisting with others in a nondiscriminatory environment. Notably, students living with disabilities ought to have classrooms that have equipment that supports learning and be ready to blend with others in school (Jeremy, 2018). However, children with severe disabilities require special education facilities that help them overcome the barriers and make learning easier. Such facilities should be included in a complete inclusion program instead of confining the children living with disabilities to minor education ‘abilities.
2. Full inclusion is ideal because it allows specialized support and interventions to the disabled group, helping them navigate a given situation in life.

Question Two: The Impact of the Least Restrictive Environment (LRE) Policy

The Least Restrictive Environment (LRE) policy is pegged on the idea that all students living with disabilities be educated in the least restrictive environment close” to the general classroom, depending on the severity of the student’s disability (Underwood, 2018). The concept supports the complete inclusion concept as it asserts the need to eliminate discriminative learning environments with disabled students receiving personalized supportive facilities. The Individuals with Disabilities Education Act (IDEA) suggests that students living with disabilities be provided with supportive learning facilities to help them achieve the desired”outcomes. IDEA supports the complete inclusion concept but still asserts the need to protect the interests of disabled students to help them achieve optimal productivity. Children with disabilities require equal opportunities as others, and the IDEA Act has policies that guarantee equality of “chance and full participation in the learning process.

Question Three: Determining the Right Placement for a Student

The ideal way of determining the proper placement of a student is by assessing that student’s needs before settling on the perfect order for the child. The school should decide whether a child has any form of disability to better decide on the proper placement methods based on the student’s unique needs (Jeremy, 2018). After assessing whether the student has any form of disability, the school should determine the student’s needs. Sneeds. Students’ unique needs and identifying them is the right approach to selecting the app placement method. The final step of placing the student in a learning environment that suits their regular and special needs is to enhance the optimal learning outcomes.

Question Four: Incorporating an Idea from My Teaching Philosophy

The ideal philosophy of having inclusive learning is to offer every child the opportunity to meet their learning needs and set a solid foundation for better societal wellness. Full inclusion seeks to ensure that all students access standardized learning environments that have supportive facilities for students with disabilities. Allowing the complete inclusion concept plays an instrumental role in setting a solid foundation for minimal discrimination and enables the students living with disabilities to navigate the challenges they encounter in real life. The primary objective of full inclusion is to prepare the students for the challenges they face in life. The concept aligns with the Least Restrictive Environment (LRE) policy that prioritizes having all students be supported to achieve their desired learning outcomes.

 Reference

Jeremy, F. (2018). Educating students with learning disabilities in inclusive classrooms.

Underwood, J. (2018). Under the Law: Defining the least restrictive environment. Phi Delta Kappan, 100(3), 66-67.

St Amant, H. G., Schrager, S. M., Peña-Ricardo, C., Williams, M. E., & Vanderbilt, D. L. (2018). Language barriers impact access to services for children with autism spectrum disorders. Journal of Autism and Developmental Disorders, 48(2), 333-340.

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Given what you have learned about FAPE, IDEA, and the individual needs of students with varied disabilities, do you agree, disagree, or partially agree? Why? What do these statements mean? How can we determine the proper placement for students? Can you explain how you relate to this statement? Do you have any life experiences that are shaping your thinking? You might pull in some of your ideas from modules 1 & 2, including your teaching philosophy and opinions of students with disabilities, to help respond to this statement. Your written reflection should be thorough and expand beyond simple summaries or descriptions into stages of analysis, judgment, and application.

Special Education-Do you agree or disagree?

”Full inclusion,” ”full integration,” ”unified system,” and ”inclusive education” are terms used to describe a widespread policy/practice in which all students with disabilities, regardless of the nature or the severity of the disability and need for related services, receive their total education within the regular education classroom in their home school.
Those who promote full inclusion argue, “… the primary job of educators is to help children with disabilities establish friendships with nondisabled persons. Moreover, educators should (1) help change stereotypic thinking about disabilities among normally developing children and (2) help children with disabilities develop social skills, which will enable them to interact more effectively within a broad network of acquaintances, co-workers, family members, and friends.”
Those opposed to full inclusion argue, “The regular education classroom is not the appropriate placement for a number of students with … disabilities who may need alternative instructional environments, teaching stands, and/or materials that cannot or will not be provided within the context of a regular classroom placement.”

Answer each of the following questions in order and number your responses to coincide with each question posed. Include APA citations and a reference section.

1. Briefly explain why you agree, disagree, partially agree, and be specific, listing at least two reasons – using at least three different sites to 3 different references. (identify each reason – for example #1…., #2…). Your response should show stages of analysis, judgment, and application. 12 pts

2. Explain how LRE, according to the IDEA regulation – not third-party definition/description, impacts both statements” meanings. 3 pts

3. How can you determine the proper placement for a student? (think referral onward) 2 pts

4. In your analysis, include at least one idea from module 1 or 2 or your teaching philosophy, and show how it directly relates to LRE according to IDEA’s’ definition. 3pts