The Shift from Segregated Special Education to Inclusive Education

The Shift from Segregated Special Education to Inclusive Education

Introduction

Subpoint 1: The historical shift from segregated special education classrooms to inclusive education captivated my interest due to its profound implications for the educational landscape, as it marks a transition from exclusion to inclusion, reflecting a societal commitment to diversity and equality.

Subpoint 2: Delving into the historical context of this transformation is essential to comprehend the journey, including the challenges, victories, and persistent advocacy that shaped the inclusive education movement.

Research Question: How has the shift from segregated special education classrooms to inclusive education impacted the teaching and development of students with disabilities in K-12 settings?

Importance

Subpoint 1: The transition from segregated special education to inclusive education is of great importance as it is in alignment with the principles of fairness and societal justice, guaranteeing that students with disabilities enjoy equitable access to educational opportunities (Hayes & Bulat, 2019).

Subpoint 2: Understanding the significance of inclusive education is essential, given that legal and policy changes, including the Individuals with Disabilities Education Act (IDEA) and the Americans with Disabilities Act (ADA), have reshaped the educational landscape and rights of students with special needs (Francisco et al., 2020).

Subpoint 3: Inclusive education’s impact on teacher training and classroom practices is vital to address, as it emphasizes the need for professional development and adapting instructional methods to meet the different needs of students, hence ensuring their success in inclusive settings.

Significance

Subpoint 1: The shift to inclusive education significantly impacted K-12 settings by fostering diversity and creating a learning atmosphere that is more inclusive and fair for all learners (Farkas, 2014).

Subpoint 2: Inclusive education in K-12 has reshaped curriculum development and teaching methods, emphasizing adaptability and accessibility for students with diverse abilities.

Subpoint 3: The move towards inclusive education in K-12 has influenced the establishment of special education programs and services, emphasizing the need for individualized support, teacher training, and resources to cater to the diverse needs of students.

Impact

Subpoint 1: The adoption of inclusive education in K-12 settings has had a transformative impact on the current state of education, promoting diversity, fostering equal opportunities, and enhancing the educational experiences of students with disabilities (Mag et al., 2017).

Subpoint 2: Inclusive education has influenced the current standing of K-12 educational settings by necessitating changes in teaching practices (Donath et al., 2023), encouraging collaboration among educators, and driving the development of inclusive curricula to ensure the success of all students.

Subpoint 3: The impact of inclusive education on K-12 educational settings is also reflected in the ongoing efforts to allocate resources, provide support, and create an inclusive culture that values the contributions of students with disabilities, thereby enriching the learning environment for all.

Biblical Worldview

Subpoint 1: A person with a biblical worldview will undoubtedly respond to this shift by recognizing the importance of love, compassion, and justice, ensuring that every student, including those with disabilities, is valued and receives equitable educational opportunities, aligning with biblical principles.

Subpoint 2: Embracing a biblical worldview in the context of inclusive education can have a profound impact by promoting empathy, compassion, and a commitment to serving others, fostering an inclusive culture that reflects the values of love and care for one’s neighbor, including those with disabilities in the same way that Jesus exemplified love, acceptance, and compassion for all, irrespective of their differences or backgrounds.

Subpoint 3: Historically and presently, a biblical worldview perspective can serve as a moral compass, guiding individuals to advocate for the rights and dignity of students, including those with disabilities in K-12 educational settings, as advocated for in Proverbs 31:8, which says, “Speak up for those who cannot speak for themselves, for the rights of all who are destitute” (Holy Bible (NIV), 2008).

Conclusion

Subpoint 1: In conclusion, the shift from segregated special education to inclusive education has transformed K-12 educational settings by promoting diversity and equity and creating a more inclusive and supportive environment for all students to learn, especially those with disabilities.

Subpoint 2: This transformation reflects a commitment to equality and justice, driven by both legal changes and a societal shift toward recognizing the value of diversity and inclusion in K-12 education.

Subpoint 3: Moving forward, it is imperative to continue advocating for the rights, freedoms, and dignity of students with disabilities in K-12 settings guided by the principles of a biblical worldview that emphasizes love, compassion, and justice, ultimately contributing to a more inclusive and just educational system.

References

Donath, J. L., Lüke, T., Graf, E., Tran, U. S., & Götz, T. (2023). Does professional development effectively support the implementation of inclusive education? A meta-analysis. Educational psychology review, 35(1). https://doi.org/10.1007/s10648-023-09752-2

Farkas, A. (2014). Conceptualizing inclusive education and contextualizing it within the UNICEF mission -companion technical booklet webinar 1. https://www.unicef.org/eca/sites/unicef.org.eca/files/IE_Webinar_Booklet_1_0.pdf

Francisco, M. P. B., Hartman, M., & Wang, Y. (2020). Inclusion and special education. Education sciences, 10(9), 238. https://doi.org/10.3390/educsci10090238

Hayes, A. M., & Bulat, J. (2019). Disabilities inclusive education systems and policies guide for low- and middle-income countries. In PubMed. RTI Press. https://www.ncbi.nlm.nih.gov/books/NBK554622/

Holy Bible (NIV). (2008). Zondervan.

Mag, A. G., Sinfield, S., & Burns, T. (2017). The benefits of inclusive education: New challenges for university teachers. MATEC web of conferences, 121, 12011. https://doi.org/10.1051/matecconf/201712112011

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Purpose: The purpose of the Historical Review Project for the candidate is threefold:

• To choose a special education topic/question and investigate the importance, significance, and impact of this chosen topic in relation to its history.
• To demonstrate knowledge and application of the current APA formatting and writing style and to get you started on your research paper, which is due next week.
• To be able to articulate a biblical worldview perspective concerning the historical topic the candidate has chosen.

The changing landscape of special education is easy to observe throughout our discussions and research of the historical and contemporary issues in special education. Issues such as school reform, inclusion, public policy and disability, standards assessment, disability classification, and transition planning are among just a few topics that can be viewed from multiple perspectives. Strong opinions and research are there to support or question all of these differing viewpoints.

Develop a research question that is narrowed to investigate a topic/issue pertaining to special education. Select a topic/issue that you are interested in, as this outline will turn into your research paper.

Once you pick a topic, you will create a research question.

• Research question details: When developing a research question, be sure to thoroughly review this topic. Pay attention to the historical content of this topic. As you review the research, what questions come to mind? Questions such as why, what, when, who, and how are good starting places. Develop a research question that can be answered from your review of the literature.
• The research question should be included at the end of your introduction in the outline below.

Outline details: Once the research question has been developed, discuss the perceived answer to your question/topic by filling out this outline.  Write a brief statement (no more than one sentence) and include the reference you plan on using (as needed – may not need one for each sub-point) for each point of the outline below. This is just a preliminary outline, and it is understood that references and sub-points may change as you start writing your research paper.

1. Introduction (Discuss what interested you most about the topic)
   1. Subpoint 1
   2. Subpoint 2
   3. Research Question
2. Importance (Discuss why this topic is important to study)
   1. Subpoint 1
   2. Subpoint 2
   3. Subpoint 3

• Significance (What significant impact did this topic have on the development of the setting – K-12, private sector, higher ed., etc.)?
  1. Subpoint 1
  2. Subpoint 2
  3. Subpoint 3

1. Impact (What impact does this topic have on the current standing of the setting?)
   1. Subpoint
   2. Subpoint
   3. Subpoint
2. Biblical Worldview (How should a person with a biblical worldview react to this topic? and/or What effect could a biblical worldview perspective have on the setting both historically and presently?)
   1. Subpoint 1
   2. Subpoint 2
   3. Subpoint 3
3. Conclusion
   1. Subpoint 1
   2. Subpoint 2
   3. Subpoint 3

Submit your research outline in a Word document. Include a title page and reference page, which need to be in APA format. You are also expected to include a minimum of 5 sources and 1 bible reference. Use the Historical Review Project: Research Paper Instructions and Grading Rubric as your guide.