Amber Chesney Dr.

Ann Sebald 28 May 2013 Habits of Mind Topic: Inclusion Beliefs, values: I believe that inclusion is something that should be strived for, but sometimes, it is just not appropriate or the best learning environment for some students with special needs. Research: Inclusion has been found to increase social skills, self-esteem, desirable behaviors, communication skills, and problem solving skills in students with disabilities. It also increases social skills, communication, and a greater understanding and acceptance of differences among students in typical students. Inclusion helps to prepare students with special needs for the transition from the elementary school environment and expectations, into the secondary grade levels. Barnitt, V. (2002). Partial list of accomplishments & outcomes reported by the Florida Inclusion Network, fiscal year 2001-2002. Retrieved from: http://www.cpeip.fsu.edu/resourceFiles/resourceFile_18.pdf Kochhar, West, & Taymans (2000). Successful inclusion: Practical strategies for a shared responsibility. Upper Saddle River, NJ:Prentice-Hall. Retrieved from: http://www.cpeip.fsu.edu/resourceFiles/resourceFile_18.pdf Content (main components, curriculum, standards): The Individuals with Disabilities Education Act requires that individuals with disabilities be educated in the least restrictive environment (LRE), the very least being the general education classroom. Inclusion in the general education classroom allows students with special needs to become full members of the classroom community. This involves the student getting the majority of his or her instruction from within the general education classroom. Mainstreaming/integration is part time inclusion. The student is included in general education classrooms only in areas that they are able to appropriately participate and keep up with their peers in, without specially designed instruction or support. Instruction/Intervention: Assess students abilities and needs to determine appropriate level of inclusion. Maintaining lines of communication with all general education teachers is essential in order for inclusion to be successful and in order to make any modifications or accommodations necessary for the student to be able to access the content. Communication with the students parents to make sure they are aware of the classroom curriculum and expectations. Frequently assess student progress. Experiences/coursework: I have worked as a PARA educator for over six years in the Independent Learning Center (ILC) at the same elementary school. None of the students I have worked with have been fully integrated into the classroom, and I do not believe that full inclusion has been an appropriate course of work for any of them. They are mainstreamed into the general education classrooms where appropriate to their levels and behavioral issues.