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Summary of Chapter 1: Understanding Inclusion - Coggle Diagram
Summary of Chapter 1:
Understanding Inclusion
Special Education
: Instructional practices that are research-based to support students who have a disability :pencil2:
Overrepresentation groups include African American, Native American, English Language Learning, Low-Income, and Male populations.
Underrepresentation groups include Asian Americans and Female populations.
Many technological advancements to support people with disabilities, including high, medium and low. The attributes can vary, but ultimately support communication, socialization, and completing basic daily tasks.
Inclusion
: Putting all students at the forefront of instruction and providing challenging curriculum with evidence-based differentiation to best support all students. :silhouettes:
Inclusion does not always happen in education settings, can include all opportunities that individuals without disabilities can partake in.
Positive correlation between inclusive placements and academic and social growth in the general education classroom for both students with and without disabilities
Reflective decision-making when planning lessons, determining differentiation/accommodations, resources, etc.
Do not create a "one-size-fits-all" approach to curriculum with the goal being inclusive programming
Inclusive practices can and should look different based on the classroom, students, and school environment
This idea creates more harm than help!
Students need to be pushed and challenged with the curriculum while getting opportunities to work collaboratively
UDL
: providing differentiation for all learners to help them be successful within the general education curriculum
Academic performance can increase in students with disabilities when they receive differentiation within general education setting
Tailor instruction to best support all student strengths and areas of need
No Child Left Behind, Race to the Top, Common Core
Least Restrictive Environment (LRE)
: Understanding a student's strengths and areas of need to determine the environment that suits them the most appropriately. :checkered_flag:
Students who participate in early intervention are more likely to be successful in school, have more family involvement, and increase socialization
Helps create a community among students with and without disabilities.
Promotes disability awareness
Continuum that determines the LRE for a student based on multiple factors and adult input
Goal is for all students to move as quickly as possible to the LRE best for them.
Laws & Legal :warning:
Section 504
: civil rights law for individuals with disabilities
Requires schools provide students with appropriate education and to be educated with peers in their LRE
Does include more disabilities and identifications that qualify for Special Education services
IDEA
: includes 6 fundamental principles required by educational settings to best support inclusion and integration into society:
Zero Reject
Nondiscriminatory Evaluation
Free and Appropriate Education
Least Restrictive Environment
Procedural Due Process
Family and Student Participation
Due to IDEA, some students may not qualify for Special Education services, which is why civil rights laws were created
Students must go through a rigorous intervention cycle before being referred to Special Education services (
Response to Intervention
)
Main Goals: Equal opportunity, full participation, economic independence, and independent living
ADA requires schools to offer accommodations and accessible resources to students with disabilities
