Inclusion Practices in the United States by Amber Kuntz Williams https://padlet.com/amberewil/nxblh60ta7oa Strategies for implementing inclusion in low-income rural and urban areas en-us 2018-08-25 18:16:06 UTC 2024-10-25 21:06:09 UTC hello@padlet.com https://padlet-assets.s3.amazonaws.com/icons/Apple.png Inclusion amberewil https://padlet.com/amberewil/nxblh60ta7oa/wish/275329414 refers to the practice of students with disabilities learning alongside their peers in general education classrooms. 
(Gilhool 1989)]]> 2018-08-25 18:19:24 UTC https://padlet.com/amberewil/nxblh60ta7oa/wish/275329414 Least Restrictive Environment (LRE) amberewil https://padlet.com/amberewil/nxblh60ta7oa/wish/275329489 The least restrictive environment mandate in the Individuals with Disabilities Education Act makes it clear that educating students with disabilities in the regular education classroom is preferred. (Ford 2013)]]> 2018-08-25 18:21:24 UTC https://padlet.com/amberewil/nxblh60ta7oa/wish/275329489 No Child Left Behind amberewil https://padlet.com/amberewil/nxblh60ta7oa/wish/275329774 requires all students to be taught by highly qualified teachers, which in turn leads schools to become more inclusive. (U.S. Department of Education 2002) ]]> 2018-08-25 18:28:17 UTC https://padlet.com/amberewil/nxblh60ta7oa/wish/275329774 Universal Design amberewil https://padlet.com/amberewil/nxblh60ta7oa/wish/275330062 Designing products and environments to be usable by all people, to the greatest extent possible, without the need for modification or specialized design.]]> 2018-08-25 18:35:44 UTC https://padlet.com/amberewil/nxblh60ta7oa/wish/275330062 MTSS, Positive Behavior Intervention and Supports, and Universal Design for Learning amberewil https://padlet.com/amberewil/nxblh60ta7oa/wish/275330253 programs that utilize evidence based instructional strategies that can be used by general and special education teachers to support all students.]]> 2018-08-25 18:39:35 UTC https://padlet.com/amberewil/nxblh60ta7oa/wish/275330253 Inclusive Practices in Poor Rural and Urban Communities amberewil https://padlet.com/amberewil/nxblh60ta7oa/wish/275330453 “Many barriers and challenges exist in all communities, particularly in poor communities, when implementing a school-wide vision for effective inclusive education and whole schooling practices” (Peterson and Beloin 1998).  ]]> 2018-08-25 18:44:19 UTC https://padlet.com/amberewil/nxblh60ta7oa/wish/275330453 Strategies for Implementing Inclusion in Urban Contexts amberewil https://padlet.com/amberewil/nxblh60ta7oa/wish/275330690 Building relationships with families, community members, administrators, and colleagues is the first step towards a change.  There is a need for teacher and staff trainings to allow everyone within a district to be on the same page.  There is a need to find ways to positively link school, home, and community to provide support systems.  Lastly, there is a need to document positive changes that happen with inclusive practices to encourage others to take risks and make changes to benefit the students.  

]]> 2018-08-25 18:50:07 UTC https://padlet.com/amberewil/nxblh60ta7oa/wish/275330690 Collaboration for Successful Inclusion amberewil https://padlet.com/amberewil/nxblh60ta7oa/wish/275330863 *Coteaching
*Co-planning
*Collaboration
*Alternative Teaching

]]> 2018-08-25 18:55:11 UTC https://padlet.com/amberewil/nxblh60ta7oa/wish/275330863 Inclusion for All Students amberewil https://padlet.com/amberewil/nxblh60ta7oa/wish/275331139 All students reap the rewards of inclusion.  
*Differentiated Instruction increases engagement
*Academic support helps each student.
*Behavior support helps create a positive learning environment for all students.
*Respecting diversity creates a welcome environment to all.
*Inclusion classrooms effectively use school resources.

]]> 2018-08-25 19:04:10 UTC https://padlet.com/amberewil/nxblh60ta7oa/wish/275331139 References: amberewil https://padlet.com/amberewil/nxblh60ta7oa/wish/275375226 Allison, Barbara N., and Marsha L. Rehm. “Effective Teaching Strategies for Middle School Learners in Multicultural, Multilingual Classrooms.” Middle School Journal, vol. 39, no. 2, 2007, pp. 12–18., doi:10.1080/00940771.2007.11461619.

Peterson, Michael, and Kim Beloin. “Whole Schooling Consortium.” FOR BETTER OR WORSE: Building Inclusive Schools In Poor Urban and Rural Communities, wholeschooling.net/.

Whitworth, J. W. (1999). A Model for Inclusive Teacher Preparation, Electronic Journal for Inclusive Education, 1(2).

Blanton, Linda. “Preparing General Education Teachers to Improve Outcomes for Students with Disabilities.” Https://Www.ncld.org/Wp-Content/Uploads/2014/11/aacte_ncld_recommendation.Pdf.

Bui, Buan, et al. “Inclusive Education Research and Practice.” Maryland Coalition for Inclusive Education, 2010.

Ford, J. (2013). Educating Students with Learning Disabilities in Inclusive Classrooms, Electronic Journal for Inclusive Education, 3(1).

Hudgins, Kimaya S. (2012) "Creating a Collaborative and Inclusive Culture for Students with Special Education Needs,"McNair Scholars Research Journal: Vol. 5: Iss. 1, Article 8.

Gal, Eynat, et al. “Inclusion of Children with Disabilities: Teacher' Attitudes and Requirements for Environmental Accommodations.” International Journal of Special Education, vol. 25, no. 2, 2010.

Bucholz, J. L., & Sheffler, J. L. (2009). Creating a Warm and Inclusive Classroom Environment: Planning for All Children to Feel Welcome, Electronic Journal for Inclusive Education, 2(4)

DeMatthews, D. E. & Mawhinney, H. (2013). Addressing the inclusion imperative: an urban school district’s responses. Education Policy Analysis Archives, 21 (61) Retrieved [date], from http://epaa.asu.edu/ojs/article/view/1283  

 

 

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