The Inclusion Classroom: An Inclusive Education Movement

Summary

Highlights

• Special needs students experience more positive interactions in inclusive settings. 🌈
• Historical progress of special education from 1800s to modern inclusion movement. 📜
• Difference between mainstreaming and inclusion in educational settings. 🔍
• How functional skills and varied instruction methods aid special needs education. 🎓
• Role of co-teaching in managing inclusive classrooms effectively. 👩‍🏫👨‍🏫

Key Takeaways

• Inclusive settings enhance communication, peer relationships, and self-esteem for special needs students. 🌟
• Co-teaching and collaboration are vital for successful inclusive classrooms. 🤝
• Inclusive education has a rich history, evolving significantly since the 1800s. 📚
• Functional and supplemental materials are crucial to cater to diverse needs in the classroom. 📘
• Teachers need to be flexible and responsive to individual student needs for effective inclusion. 🔄

Overview

Chapters

• 00:00 - 01:00: Introduction and Benefits of Inclusion The chapter titled 'Introduction and Benefits of Inclusion' discusses the inclusion movement and its impact on classrooms. The narrator, Franco Vela, explains key topics related to inclusion. A focus is placed on the benefits for special needs students, highlighting that those in inclusion settings experience more positive peer interactions. These students have opportunities to work in small groups, where they can manage group activities, leading to improved communication skills.
• 01:00 - 02:30: History of Special Education The chapter 'History of Special Education' discusses the importance of effective communication in planning, organizing, and leading. It highlights that special needs students have better outcomes when included in general education classrooms with non-disabled peers. This inclusion helps in developing social skills, career readiness, and boosts self-esteem for special needs students.
• 02:30 - 04:30: Inclusion Classroom Beliefs The chapter titled 'Inclusion Classroom Beliefs' discusses the historical context and evolution of special education, highlighting how disabled children were often excluded from educational settings in the early 1800s. It mentions the stigma felt by these children when placed in resource rooms and out-of-district settings. The narrative presents a brief overview of the progression towards the inclusion movement, indicating the shifts in educational practices and beliefs regarding special education over time. The transcript appears to be truncated at the mention of the 1850s, suggesting a continuation of the historical narrative.
• 04:30 - 06:30: Mainstreaming vs Inclusion The chapter discusses the historical evolution of special needs education, starting with the establishment of isolated schools which did not match the quality of regular education facilities. By the 1920s, special needs students were integrated into regular schools, but they were not permitted in the same classes as their peers without disabilities, keeping them segregated. A significant development occurred in 1975 with the introduction of laws like the Education for All Handicapped Children Act, marking a pivotal shift towards inclusion.
• 06:30 - 07:30: Types of Inclusion In 1990, the Individuals with Disabilities Education Act (IDEA) was revised to grant special needs students the right to access the general education curriculum. The inclusion movement is founded on the belief that special needs students should be integrated into the general education classroom, emphasizing that it is fundamentally wrong to deny these students the opportunity to belong in the same learning environment as their peers. Advocates for special education stress the importance of inclusion for the sense of belonging it provides, not only for children but for all individuals.
• 07:30 - 10:00: Instruction in an Inclusion Classroom This chapter discusses the differences in the quality of education between general education and resource room settings for special needs students. It emphasizes the importance of providing adequate support in inclusion classrooms. To facilitate this, schools often include a special education teacher in the classroom to assist these students. The chapter also highlights the necessity of ensuring the safety of disabled children, who may have serious medical issues, in such inclusive educational environments.
• 10:00 - 12:30: Guidelines for Implementing Inclusion This chapter discusses the concepts of mainstreaming and inclusion within the context of special education. Mainstreaming is based on a student's readiness to join the regular education classroom, whereas inclusion emphasizes the student's right to participate in such classrooms. Students are considered ready for mainstreaming if they excel in resource pullout replacement rooms.
• 12:30 - 16:00: Co-Teaching Models The chapter titled 'Co-Teaching Models' discusses the concept of an inclusion classroom, where special education students have the right to be included in general education settings. It introduces two types of inclusion: partial and full inclusion. Partial inclusion involves special needs students being educated with their general education peers for part of the day, which is a common practice in many schools. The transcript hints at explaining more details beyond the provided text.
• 16:00 - 18:00: Collaboration and Integrated Services The chapter discusses different methods of integrating special needs students into general education environments. One method is pull-out classes where students work with specialists, while full inclusion involves educating special needs students alongside their non-disabled peers without any pull-out interventions. The focus is on educating these students in a general education setting. The chapter also briefly interrupts its narrative to encourage readers to subscribe and like their content.

The Inclusion Classroom: An Inclusive Education Movement Transcription

• 00:00 - 00:30 hello and welcome to teachings in education the inclusion movement and classroom I am your narrator Franco Vela and here we're going to cover all of the important topics related to the inclusion movement let's start by taking a look back at some specific benefits for special needs students special needs students in inclusion settings report having more positive peer interactions students often get to work in small groups and the students themselves manage group activities special education students have improved communication skills
• 00:30 - 01:00 effective communication is needed to plan organize and lead others in the real world ie P outcomes of special needs students have reportedly been met at a higher rate in an inclusion setting being in the general education classroom with their non-disabled peers is better for the development of social skills and career readiness for special needs students lastly placing special needs students in an inclusion setting beats to an increased level of self esteem for that student special needs children
• 01:00 - 01:30 often feel stigmatized when they are placed in resource rooms and out of district settings next let's take a short look at the history of special education and how we got to the inclusion movement special education has come a long way way back in the early 1800s there really was no place for disabled children most of them didn't receive any education in terms of schooling some parents may have paid high sums of money for private tutoring moving forward to the 1850s that is the
• 01:30 - 02:00 time where special needs students started finding education in isolated schools now these schools were nowhere near the quality of the regular education schools continuing we get to the 1920s during this time many special needs students were in regular schools however they were not allowed in the same classes with regular education students they were kept separate 1975 with laws such as the education for all handicapped students that Act was later
• 02:00 - 02:30 revised to IDE a in 1990 special needs students were given the right to have access to the general education curriculum the next section is inclusion classroom beliefs the inclusion movement is based on the philosophy that special needs students belong in the general education classroom advocates for special education believe that it is inherently wrong to deny these children the right to belong in the same classroom has other students everyone not just children have a sense of belonging
• 02:30 - 03:00 second the quality of education is very different in the general education classroom compared to a resource room if a special needs student is in an inclusion classroom it is necessary of the school to provide the proper supports for that child for example most inclusion classrooms have a special education teacher there to support special needs students need to be provided with safety in these environments many disabled children have serious medical issue other types of safety include protecting children's
• 03:00 - 03:30 from bullying next we'll take a look at the difference between the term mainstreaming and the term inclusion both the term mainstreaming and inclusion are related to special education mainstreaming applies to student readiness for the general education classroom whereas inclusion on the other hand describes the students right to participate you might say that a student is ready to be mainstreamed if they are performing very well in resource pullout replacement rooms on the other hand on the other hand a room
• 03:30 - 04:00 may be called an inclusion classroom because special education students have the right to participate with general education students the next section will cover another set of term this is the classification of inclusion the first type is partial inclusion and the second type is full inclusion with partial inclusion special needs students are educated in general education classes for part of the day not all of the day you will see this in most schools today special needs students may have one or
• 04:00 - 04:30 two classes where they are pulled out to work with a specialist on the other hand in full inclusion special needs students are always educated with their non-disabled peers in this case there are no pullout replacement classes or anything like that it's always the general education room okay all right now I'm gonna take a quick break ask that you hit that subscribe button that red button located below also if you can do me a favor and hit that like button thank you very much for that back to inclusion so how should
• 04:30 - 05:00 instruction in an inclusion classroom take place first off it's best to vary the type of presentation special needs students will respond if to different types of presentations and I'm not talking about learning styles functional skills should be added to the curriculum functional skills will prepare students for living on their own for the days outside of school because students will be at so many different levels in the classroom supplemental materials will be
• 05:00 - 05:30 necessary to meet all their needs science models calculators copies of notes Chromebooks whatever else these things are needed special needs students may not understand the content as quickly as the general education students so teachers may have to pre teach or reteach the material every once in a while and lastly teachers should set individual goals because again not all students are going to be on the same level and an inclusion classroom
• 05:30 - 06:00 modifications and accommodation accommodations and modifications are what makes special education students successful some typical classroom accommodations or modifications include include providing additional time during testing allowing students to take an open note test and use their notebooks during exams and quizzes on that exam teachers may want to provide word banks for the students many times special needs students have trouble keeping up with notes in the class provide copies
• 06:00 - 06:30 of the notes for the student general education teachers may provide a guide and the special education teacher can highlight important topics within the guide some teachers even remove the more difficult questions on the exam for these special needs students now let's take a look at some guidelines for implementing an inclusion classroom both the general education teacher and the special education teacher are working together they must share the responsibility of teaching all students it's important that they are both on the
• 06:30 - 07:00 same page school administrators have the responsibility to ensure that the proper resources make their way into the classroom inclusion classrooms are a lot of work and the resources can make all the difference to both teachers and students with regards to an individual student their amount of inclusion should be determined based on the ability to handle the setting IEP team should recognize there is a continuum when it comes to inclusion services should be provided to special needs students and an inclusion classroom in a flexible
• 07:00 - 07:30 manner there going to be good days to pull out a student for speech and then there's going to be bad days next is co-teaching in the inclusion classroom special education and general education teachers work together as co teachers here are some co-teaching example the first model here is team teaching in team teaching instruction and planning is equally shared between both the general education and special education teachers the next model is one
• 07:30 - 08:00 teach one support here one teacher circulates the room usually the special education teacher and the other handles instruction alternative teaching the third model here one teacher works with a large group and another teacher pulls out a smaller group the fourth model is parallel teaching here the classroom is split into two with each teacher covering the same content and lesson lastly is station teaching here there are different stations for students to
• 08:00 - 08:30 have activities with teachers leading various stations now we call upon the last section which is collaboration for a successful inclusion classroom teachers need time to cope plan together this includes time for them to lesson plan together design resources and quizzes and discuss classroom activity PLC's are a great way to foster a culture of collaboration next is to have integrated services this deals with
• 08:30 - 09:00 related services such as speech occupational therapy and other types of services coming together to maximize student success and lastly schools can send teachers out together for inclusion classroom related professional development where they can bond so that's basically everything you ever need to know about an inclusion setting and the inclusion movement in education right now I want to thank you for your time also check out the description for a lot of resources as well and links to my teachers pay teachers website