Educational Placements for Disablities

1

Six Educational Placements for Students with Disabilities

IDEA established six main principals for the education of children with disabilities. First, is the Zero-
Reject Rule, second is Nondiscriminatory Evaluation, third is Appropriate Education, fourth is the Least Restrictive Environment, fifth is the Procedural Due Process, and lastly is the Parental and Student Participation Rule (Turnbull, p. 12). After these six principles were established, the landmark legislation moved children with special needs from segregated classrooms into regular classrooms. The initiative of legislative action has affirmed the right of all children, even those who are most difficult to teach, to an education that is inclusive and beneficial to each individual child. Since inclusion in the classrooms first started, many philosophers came up with philosophies of education for the handicapped . Some of those who oppose inclusion feel that including handicapped students in the regular classroom will take away from the educational progress of the non-handicapped students. They feel that if the teacher in the regular classroom does not have sufficient resources to meet the needs of the student with disabilities, all the students in the class will suffer the consequences. Teachers in the general classroom feel that they do not have sufficient training to meet the needs of children with disabilities. Also, teachers who oppose inclusion often feel that all students must somehow fit into the existing curriculum. Although all of these things seem to be a minor problem for some people, no efforts were being made to try to correct these problems. On the other hand, in support of inclusion, I feel that children with disabilities should be served in the same classroom whenever and wherever possible, and additional efforts should be made to increase the effectiveness of these programs . If a disabled student needs special assistance in a separate group, the curriculum must be adapted to meet the unique learning needs of the disabled student within the same classroom as much as possible. This type of change is one that teachers are used to, so adapting to this
2
change with the disabled students would not be much different. If a student has been removed from the classroom for full or part of the day, a careful attention should be made to make sure that they are returned to the regular classroom as soon as possible. Therefore, the student does not feel that he or she is being excluded from the classroom. Educational planning should emphasize the strengths and abilities that the special needs child can perform. Lastly, the inclusion of students with disabilities into their neighborhood schools is one of their rights of equality education (Turnbull, p 12). Experts have found that there are advantages and disadvantages of inclusion (Meyen, p. 10). Some opponents of inclusion argue that disabled students will be dumped into their classroom and will be expected to achieve the same educational goals as their non-disabled peers. Teachers are fearful that they will not be able to meet the special needs of all their students. With extra help in the classroom provided for the disabled students, it could get distracting for the non- disabled students.” Opponents also worry that teachers will not receive the necessary support to work with the more severely disabled student. If teachers feel that they cannot meet the needs of every student, then the school should make the effort to provide the teacher with assistance so the teacher can continue with the lesson they have planned. Lastly, some believe that teachers are not educated to work with students with disabilities, so it would be unfair to those students without disabilities (Meyen, p. 11). Inclusion in the regular school environment offers the disabled student a rich setting, where they can gain educational, communicational, and social skills that will help him or her succeed in the community as an adult (Meyen 13). In an inclusive environment, disabled students have the opportunity to learn social skills and acquire appropriate age role models who are not disabled. When a disabled attends his neighborhood school, he or she has the opportunity to participate in a variety of school activities, such as recess, lunch, music, sports, and student government. With the students getting involved in these activities, it will help them later in life when they have to work with others who are not disabled

3

References

Turnbull, A., Turnbull, R., & Wehmeyer, M. (2010). Exceptional lives: Special education in today 's schools. (6th ed.) Upper Saddle River

Meyen, Mary (July, 1999). The Inclusive Classroom: Strategies for Effective Instruction. San Diego, CA: Peachtree

References: Turnbull, A., Turnbull, R., & Wehmeyer, M. (2010). Exceptional lives: Special education in today 's schools. (6th ed.) Upper Saddle River Meyen, Mary (July, 1999). The Inclusive Classroom: Strategies for Effective Instruction. San Diego, CA: Peachtree