Diversity+Issues

Inclusion is part of a much larger picture then just placement in the regular class within school. It is being included in life and participating using one's abilities in day to day activities as a member of the community. It is being a part of what everyone else is, and being welcomed and embraced as a member who belongs. Inclusion can occur in schools, churches, play- grounds, work and in recreation. In school, inclusion does not occur by placement in the regular class alone, rather it is a desired end-state. It must be created with proper planning, preparation and supports. The goal of inclusion is achieved only when a child is participating in the activities of the class, as a member who belongs, with the supports and services they need. Inclusion is "not" a trade-off of supports and services for placement in the regular class and is not a trade-off of achievement of individual goals. No matter where a child with a disability is placed, an Individualized Education Plan (IEP) must be developed around the child's needs. The IEP objectives must continue to be met in the regular class. The same applies to the related services a child needs, they must continue to be provided for in the regular settings. Within schools, the argument with inclusions is whether the regular classroom students will suffer, if teachers are adequately trained to tend to the students with disabilities, and if there are unrealistic views for the children with disabilities (Armstrong, pg. 125). || || According to our text, this occurs when communities, and therefore school districts, become largely segregated according to ethnicity and socioeconomic status. || || Milliken v. Bradley was a legal case decided by the Supreme Court. The ruling came in 1974 and stated that courts could not order school districts to bus students outside of their district in order to combat "de Facto segregation." They were then only allowed to bus students within their district. This resulted in many suburban schools having mostly white students, and many inner-city schools having students largely of minority groups. (Armstrong, pg. 114). [|Link] || || Busing is the idea behind moving children around from home to school and back again. Busing means to help children get to school within their district. Sometimes, busing can lead to forcing children to go to schools that need to have more minorities. Students can use buses to get to schools that their parents/guardians approve for them. Some critics think busing is wrong for children, because it forces them to go to schools that may be not improving by many of the students leaving for other schools. There are other ways to integration for minorities to take up opportunities to have a better education; these include the following: magnet schools, charter schools, and other options for schools to desegregate. [|Link] || || Magnet schools typically have a theme that they are known for, such as the performing arts, allowing students with with special interests to possibly reach a more fully realized potential in the interest they have. Although lower income students may have difficulties acquiring the necessary transportation to and from a magnet school they do, in fact, allow all who qualify. Admission usually requires records of excellent academic performance at previously attended schools. Opponents to magnet schools will claim that separating exceptional learners from standard schools will make the standard school appear to be worse than it is since the top learners will no longer appear on their statistics. Also, because magnet schools are typically known for helping outstanding students further excel, their budgets tend to be a bit higher than a standard school. Critics of the magnet schools then claim that the additional funding going to the magnet schools is handicapping the standard school by taking away much needed resources. (Magnet Schools) || || This occurs when students end up on different “tracks.” Placement on these tracks can be based on gender, ethnicity, or socioeconomic status instead of ability. It can be subtle, like grouping certain students together in particular classrooms. Research has shown that race and socioeconomic status can play important roles in assigning students to tracks even when grades and test scores are controlled. LINK || || As teachers, we have the power to make a difference in students lives, and help them learn every day. It is important to have the attitude that every child comes into the classroom ready to learn, no matter the circumstances. Every child has the ability to do their best, as long as they try and are given the correct guidance. Link || || Each person has a different background and comes from a different home. Teachers must realize that not everyone shares the same view as them. Educators must take into consideration the differences in ethnic and cultural background and that this may cause behavior expectations to be different. [|Link] || || [|Link] || || To the maximum extent appropriate, children with disabilities, including children in public or private institutions or other care facilities, are educated with children who are not disabled, and special classes, separate schooling, or other removal of children with disabilities from the regular educational environment occurs only when the nature or severity of the disability of a child is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily. [|Link] || || Parents/guardians are considered to be full and equal members of the IEP team, along with school personnel. Parents/guardians are crucial members of the team because they have unique knowledge of their child's strengths and needs. Parents/guardians have the right to be involved in meetings that discuss the identification, evaluation, IEP development and educational placement of their children. They also have the right to ask questions, dispute points, and request modifications to the plan, as do all members of the IEP team. The school must make a significant effort to ensure that one or both of the parents/guardians are present at each IEP team meeting. If parents/guardians are unable to attend, the school must be able to show that due diligence was made to enable the parents/guardians to attend, including notifying them early enough that they have an opportunity to attend, scheduling the meeting at a mutually agreed on time and place, and offering alternative means of participation, such as a phone conference. Grades may not be discussed during the IEP to the parent/guardian unless he or she is having a problem stated on the IEP. Link || || Access to a special education classroom, often called a "self-contained classroom or resource room", is valuable to the student with a disability. Students have the ability to work one-on-one with special education teachers, addressing any need for remediation during the school day. Many researchers, educators and parents have advocated the importance of these classrooms amongst political environments that favor their elimination. Proponents of both mainstreaming and the related philosophy of educational inclusion assert that educating children with disabilities alongside their non-disabled peers fosters understanding and tolerance, better preparing students of all abilities to function in the world beyond school. [|Link] || || Attention deficit disorder (ADD) and other specific learning disabilities include disorders characterized by impairments to one or more of the psychological processes associated with understanding and using language. These learners have problems in listening, thinking, speaking, writing, spelling, and calculating. Such labels of perceptual handicap, dyslexia, or minimal brain dysfunction refer to these kinds of learning disabilities. Class members with learning disabilities often find it hard to follow directions and start assignments. Some have a low tolerance for frustration. more than one-half of all who receive federally sponsored services fall within this category. Link || || - Behaviors of emotionally disturbed learners interfere with their development and with their ability to establish and maintain harmonious relationships with others. - Characteristics of learners in this group vary. - Some learners may be outspoken, defiant, and rude seekers of attention. - Others may be with drawn, quiet and even fearful. - Some emotionally challenged students cannot make independent decisions. -Their peers may refuse their request for help, causing them to have low self-concepts and perform poorly in school. [|Link] || || A speech impairment refers to an impaired ability to produce speech sounds and may range from mild to severe. It may include an articulation disorder, characterized by omissions or distortions of speech sounds; a fluency disorder, characterized by atypical flow, rhythm, and/or repetitions of sounds; or a voice disorder, characterized by abnormal pitch, volume, resonance, vocal quality, or duration. [|Link] || || Orthopedic Impairment -- An orthopedic impairment, as defined by the IDEA, is a bodily impairment that is severe enough to negatively affect a child's educational performance. This disability category includes all orthopedic impairments, regardless of cause. Examples of potential causes of orthopedic impairment include genetic abnormality, disease, injury, birth trauma, amputation, burns, or other causes. People with orthopedic impairment usually need physical accommodations or assistive technology in work and life and have legal rights to this support under the Americans with Disabilities Act (ADA) and Section 504 of the Rehabilitation Act of 1973. || || Certification that qualifies a teacher candidate for employment even if they do not meet the ordinary certification criteria. They are granted in cases where no certified teacher can be found to fill the postition. [|Link] || || This is a view that blames poor performance on the homes for lack of intellectual stimulation and inadequately preparing their child for school. [|Link] || || the idea that certain groups simply had a different genetic composition thatthem to be successful or unsuccessful in certain endeavors. Some groups were percieved as simply lacking the necessary intellectual tools to allow them to succeed in school. It was thought best to encourage them to pursue other paths so that they would not be discouraged and get frustrated. || ||
 * ||  || Topic || Image ||
 * Dr. Tim || Fiegen || Learners with Disabilities - - in the late 1970s, one million children with disabilities did not attend school at all. -the law requires that they be educated in regular classrooms to the maximum extent possible -The fact that about 95% of classrooms enroll one or more learners with disabilities means that you are certain to have students with special needs in the classrooms where you teach -You will need to understand how to work with these students and their parents in order to help them achieve their potential. || [[image:edfn338sp2013-online/Parents_Reading.jpg]] ||
 * Amy || Acheson || Inclusion Issue:
 * Spencer || Adams || Due Process ||  ||
 * Justin || Barnett || “de Facto segregation”:
 * Kathryn || Brock || Milliken v. Bradley
 * Abigail || Bulock || Busing:
 * Timothy || Furness || Magnet Schools:
 * Ashley || Geditz || Within-school Segregation :
 * Amanda || Gilbertson || Believe that All Students Can Learn:
 * Lilian || Harmer || Modify Group Practices: In many schools, grouping may place ethnic, racial, and socioeconomic students at a disadvantage, which is because the basis for the grouping is often on variables other than ability. Those shunted into a low-ability group early in their school years often stay in those same grouping throughout their school years, falling further behind each year. Within-class groups do better when there is no attempt to standardize the ability levels of members in each group and when learners in each group constitute a representative racial, cultural, and gender sample of the entire class. [|Link] || [[image:http://t2.gstatic.com/images?q=tbn:ANd9GcQ41Z3C3RntdJ1GY6ZLCa-LjQjjR2dNiocqITFYbNId2EQr8c9-]] ||
 * Tyler || Hennagir || Accommodate Learning-Style Differences ||  ||
 * Stacey || Hopf || Reflect on Your Own Perspective:
 * Mary || Kohler || Rely Less on Standardized Tests ||  ||
 * Kayla || Kost || Avoid Class Favorites While a teacher will undoubtedly make stronger connections with some students than others, it is important that this does not lead to unfair teaching practices. Both preferential treatment of favorites and harsh treatment toward less liked students can lead to an unhealthy classroom environment that hinders the equality of students' learning experiences. || [[image:edfn338sp2013-online/class favorites.jpg width="107" height="163"]] ||
 * Jennifer || Lease || Providing Good - Favoritism in the classroom can lead to the development of a social environment that interferes with the ability of all students to learn. This is often demonstrated by the way you interpret similar behavior. What might be viewed as “cute” or “clever” coming from one student might be interpreted as insolence coming from another. Instances of misbehavior might be overlooked when demonstrated by one student, but a heavy-handed approach used when demonstrated by another. Some students may receive praise for their contributions, but the contributions ofothers may be overlooked. This teacher action affects students in the classroom and they become more likely to behave in expected ways. [|Favorite] || [[image:edfn338sp2013-online/teachers pet.jpg]] ||
 * Melissa || Ledeboer || Zero rejects- This means schools must enroll every child regardless of how disabled. || [[image:edfn338sp2013-online/chaper 5 project.jpg]] ||
 * Eric || Liles || Nondiscriminatory testing ||  ||
 * Alyssa || Masie || Appropriate education- Free Appropriate Public Education or FAPE requires schools to provide students with an Individualized Education Plan or IEP, it also ensures that students get the same opportunities as everyone else.
 * Derek || Mertz || Individualized Education Plan ||  ||
 * Chelsea || Meyer || Least Restrictive Environment:
 * Neal || Petersen || Parent/guardian participation
 * Kayla || Plimpton || Mainstreaming-
 * Mainstreaming**, in the context of education, is the practice of educating students with special needs in regular classes during specific time periods based on their skills. This means regular education classes are combined with special education classes. Schools that practice mainstreaming believe that students with special needs who cannot function in a regular classroom to a certain extent "belong" to the special education environment.
 * Kahryn || Ragsdale || ADD/ADHD-
 * Dawn || Ruhlman || Emotional Disturbance-
 * Connor || Ruppert || mental retardation ||  ||
 * Ashley || Ruud || speech impairment
 * Sijing || Tian || orthopedic impairment
 * Yusuf || Vinson || hearing impairment ||  ||
 * Angela || Wagner || Emergency Teaching Certification
 * Christina || Warnke || cultural-deficit view:
 * Brianna || Wingen || genetic-deficit view