61. Films For The Humanities And Sciences - Special Needs Students In Regular Classr special needs students in Regular Classrooms? is the story of an eightyear-old boy with Down syndrome who was part of a battle over inclusion, the practice http://www.films.com/Films_Home/Item.cfm/1/5299

Shopping Basket Log in Forgot Your Password? Become A Member Search quick search (enter keyword(s) or item number below) go to advanced search Fri. June 11, 2004 Reviews and Awards Item: Format: VHS Price: Item: Format: DVD Price: Prices include public performance rights Closed Captioned Customers who bought this title also bought the following titles: Fetal Alcohol Syndrome and Other Drug Use During Pregnancy Coping with Attention Deficit Disorder in Children Autism: The Child Who Couldn’t Play Without Pity: A Film about Abilities ... Dyslexia: A Different Kind of Mind See our related titles in the following categories: GUIDANCE TEACHER EDUCATION home browse by subject ... sister companies © 1997 - 2004 Films for the Humanities and Sciences PO Box 2053 · Princeton, NJ · 08543-2053 Phone: 800-257-5126 · Fax: 609-671-0266 Email To: custserv@films.com

62. Responsible Inclusion View Video of Responsible inclusion at Work How Does Responsible inclusion Work? students with special education needs are provided direct services http://www.edisonschools.com/feature/f0.html

Special Education Coordinator Franklin-Edison Elementary School, Peoria, IL What is Responsible Inclusion? View Video of Responsible Inclusion at Work How Does Responsible Inclusion Work? Teaching special education at Edison Sending my special needs child to an Edison school

63. Theory Into Practice: Examining Middle School Inclusion Classrooms Through The L With the push for placing special needs students in inclusion classrooms, it is reasonable to assume a need to understand contextually relevant teacher http://articles.findarticles.com/p/articles/mi_m0NQM/is_2_42/ai_102696731

@import url(/css/us/style.css); @import url(/css/us/searchResult1.css); @import url(/css/us/articles.css); Advanced Search Home Help IN all publications this publication Reference Automotive Business Computing Entertainment Health News Reference Sports YOU ARE HERE Articles Theory Into Practice Spring, 2003 Content provided in partnership with Print friendly Tell a friend Find subscription deals Examining middle school inclusion classrooms through the lens of Learner-Centered Principles Theory Into Practice Spring, 2003 by Ilda Carreiro King This article provides an interesting set of ideas for applying the Learner-Centered Psychological Principles (LCPs) in the context of meeting the needs of special education students in inclusion classrooms. It examines the perceptions of middle school studentswith and without special needs in learner-centered, inclusion classroomsregarding teacher practices that are known to enhance student learning and motivation for all learners. It also describes firsthand examples of how educators can apply knowledge of learner-centeredness as a guide to instructional decision making, especially in inclusion classrooms. The Learner-Centered Psychological Principles (LCPs) (APA Work Group of the Board of Educational Affairs, 1997) have emerged as a framework for improving teacher practices that would enhance student learning and motivation using the most current knowledge in the field. Among those practices that most influence student success are attention to individual developmental differences, appreciation of student voice while setting appropriate challenges, directly teaching higher order thinking skills, and creating positive interpersonal relationships.

64. The Special Education Home Page special Education inclusion; inclusion Home Page. Camps for students with Developmental Disabilities Kids Camps for special needs; http://specialed.freeyellow.com/

DO YOU KNOW ALL THAT YOU SHOULD ABOUT SPECIAL EDUCATION? THE SPECIAL EDUCATION HOME PAGE Recent Topics: Objectives of This Home Page Special Education Links For Parents and Teachers Search The Eric Digests The Council for Exceptional Children ... Sign up for the new E-mail Mailing List! Notes: IGNORANCE IS OUR BIGGEST FOE!! Decide today to achieve your goal by understanding all there is to know about your particular area of interest in Special Education. Remember, if you're a parent, the most important thing to you should be your family! Make sure that you do everything possible to help your children live and succeed with the disabilities they may have. If you're a student, you must understand that there is NO secret potion or formula! Knowledge will help you comprehend what your disability is all about and Hard Work will help you to better live and succeed with it! These are the only ways you will achieve your goals!! Best wishes and good luck to everyone! 2003-2004 School Year Links To The Best Special Education Sites On The Net! Motivation is what gets you started, Habit is what keeps you going!"

65. EDCI 650 Reacts: Students With Special Needs inclusion of students with special needs in the. Principles and Standards for School Mathematics. Abstract. The National Council of http://www.math.umd.edu/~dac/650old/doepaper.html

Inclusion of Students with Special Needs in the Principles and Standards for School Mathematics Abstract The NCTM member handbook (NCTM, 1998a) has expanded and refined this description of every child. The Board of Directors state they are concerned about students who have not been provided with education opportunities for reasons such as language, gender, physical impairment, socioeconomic status, ethnicity, and so on (NCTM, 1998a). Therefore, they reiterate that "every child" includes: In both definitions there is one group that is not specifically mentioned, students with special needs. This includes students with a disability and those identified as talented and gifted. Based on the recent trend of including students with special needs in the regular education program, the definition should include this broad category of students. Expanding the Definition of "Every Child" Inclusive Education and the Standards 2000 Students in Inclusive Classes Instructional Techniques Inclusion and the Standards 2000 Strategies for Students with Special Needs Strategy Instruction WORDS can help students recall steps for solving a word problem. The steps for this are: (a) read the

66. Inclusion 1251 N. Old Rand Road, Wauconda, IL 60084. inclusion of students with special needs; 4MAT Helps A Position Paper of About Learning. by Bryant Lindsey, Ed. http://www.aboutlearning.com/aboutlearning/inclusion.html

4MAT and Inclusion This paper articulates About Learning's position on the issue of inclusion. It is our hope that this paper will aid 4MAT practitioners in articulating the connections between the 4MAT Method of Instruction and this critical educational issue. It is also our intent to distribute this information to as many interested educators as possible since our goal is to aid them in understanding how The 4MAT Method of Instruction can provide valuable assistance in addressing inclusion through curricular design. To this end, we encourage you to copy and distribute this paper. About Learning, Inc. is a research, publishing, and consulting firm that provides training and consulting in the effective use of 4MAT. 4MAT is an innovative framework that capitalizes on natural learning processes. For information on our products and training, please contact us at (800) 822- 4MAT. Or write us at About Learning, Inc., 1251 N. Old Rand Road, Wauconda, IL 60084. Inclusion of Students with Special Needs; 4MAT Helps

67. Special Needs education plan that each disabled student must have and the inclusion of disabled students in academic assessments. Web sites covering special needs students. http://wwwcsteep.bc.edu/CTESTWEB/special/special.html

Testing Students with Disabilities Back to Spotlight Issues Back to CTEST Home Introduction to the issue Official Documents regarding special needs students Special needs testing in the News Weblinks for further information Introduction to the Issues As increasing numbers of students with disabilities apply for admission to institutions of higher education, many are seeking modifications during admissions testing to accommodate for their disabilities. Many of these accommodations are granted. The most common modification is extended time for test administration, although large print versions of tests, readers for tests, and other types of accommodations are also provided. When these accommodations are granted, many of those taking the tests with modifications are unaware that the score reports for such testing usually are sent to colleges or universities with a "flag" or other designation indicating that the test was given under nonstandard conditions. This nation currently embraces important social policy goals of allowing persons with disabilities to participate as fully as possible in society without having to face negative bias or stereotypes. For too long, many individuals with disabilities have had to confront unfair presumptions about their abilities to succeed in education and employment. There are now laws in many states and two federal laws designed to prohibit discrimination against individuals with disabilities.

68. Television Watch Online of Priority inclusion Watch Our panel of experts discuss how the use of technology such as alpha smarts can help special needs students achieve and gain self http://teachingnow.org/tn102.php

69. OUSD Inclusion Program Level 4 inclusion Services At the fourth level of inclusion, students with moderate to severe needs identified for special education attend the regular http://www.ojai.k12.ca.us/schools/sped/inclusion.htm

OUSD SPECIAL EDUCATION INCLUSION PHILOSOPHY It is the belief of the Ojai Unified School District that all children have value as a respected member of the educational community. It is the goal of the District to educate students with special needs in the least restrictive setting. The District recognizes the social and academic benefits to some students with moderate to severe disabilities of being integrated with typically developing peers. The IEP team must weigh the social advantages of inclusion with the student’s possible need for individualized remediation in a more stimulus-free environment. The team must take into consideration the presence of any harmful effects posed by the inclusion of a student with special needs in the regular education class to both the student with special needs and the classroom peers. Parents are considered partners in the inclusion process and are viewed as an integral part of the inclusion team. Acceptance of diversity is modeled by District teachers Program Features • Four levels of inclusion services • Site inclusion teams • District Inclusion Specialist • Training and inservice for regular education teachers and instructional assistants • Lending library of materials • Parent Mentors Level 1 Inclusion Services At the first level of inclusion, some students with moderate to severe needs identified for special education attend the regular education classroom as a member of that class for more than 50% of the day, but less than 90%, with individual support from a specialist and/or instructional assistant as determined needed by an inclusion assessment. The inclusion services may be for core academic subjects, extracurricular activities, and lunch or recess. Report card grades are assigned collaboratively with the regular class teacher and special education specialist casecarrier.

70. Suggestions For Special Educators learning can be enhanced, how a child with special needs might be Work with all students in the class inclusion is everchanging, based on your current crop of http://rushservices.com/Inclusion/suggestions_for_special_educator.htm

Home Up Site Map About Us ... Suggested Reading [ Suggestions for Special Educators ] Training Opportunities What Makes Inclusion Work? Inclusion Vocabulary Guestbook ... View Guestbook Suggestions for Special Educators send us your thoughts "What lies behind us, and what lies before us are tiny matters, compared to what lies within us." Ralph Waldo Emerson TEAMING Melanie has created a fantastic accommodations checklist to use in the general education classroom. She thought it would be a great way to satisfy that uncomfortable topic of accommodations in the regular classroom by giving the teacher a way of reporting that the grade on the report card was received by providing specific accommodations. Print a copy of the Accommodations Checklist to use in the classroom. Inclusion is changing the rules of the game so that everyone can play and everyone can win. If you treat special needs children as equals, it may not be necessary to treat them differently. Include respect for differences, "We're More Alike Than Different," as part of your regular curriculum. Not only does this foster respect for individual learning styles, physical and emotional differences, but it also fosters respect for diversity.

71. What Makes Inclusion Work? inclusion works when all teachers believe and practice the idea that words, they will not provide for the special needs of some students without looking at http://rushservices.com/Inclusion/what_makes_inclusion_work.htm

Home Up Site Map About Us ... Training Opportunities [ What Makes Inclusion Work? ] Inclusion Vocabulary Guestbook View Guestbook What Makes Inclusion Work? "The happiest moments my heart knows are those in which it is pouring forth its affections to a few esteemed characters." Thomas Jefferson Characteristics of Schools Successfully Implementing Inclusion The good, the bad, and the included... What makes inclusion work? " I nclusion works when teachers believe that all children can learn." dayle timmons Diversity is valued and celebrated The principal plays an active and supportive leadership role All students work toward the same educational outcomes based on high standards There is a sense of community in which everyone belongs, is accepted and is supported by his or her peers and other members of the school community.

72. Inclusive Special Education & Educational Psychology Division In addition, nearly 50 students are taking professional doctorates relating to educational psychology, special needs or inclusion. http://www.education.bham.ac.uk/aboutus/profiles/inclusion/default.htm

University Fast Find Site Index Schools / Departments Telephone Directory Email Directory Useful Contacts Frequently Asked Questions Directions / Maps Acronym Directory Vacancies School Home About Us Academic Divisions About the School School Information About the School Mission Statement Programme Fees For Prospective Students ... Journals Contact Details Phone, Fax, Telephone Directory Email Directory Strategic Documents Staff Profiles Academic Profiles A-Z Head of School Director of Research School Manager ... Key Contact People Academic Division Social Sciences Social Studies Management and Policy Creative and Cultural Studies Search our School (www.education.bham.ac.uk) Search WWW Introduction Research Activities Individual Staff Research Interests SEN Policy Regional Seminar Series ... Academic Divisional Staff Members Head of Division: Professor Ann Lewis Email: A.Lewis@bham.ac.uk

73. Philpot,Janice criteria employed to block the placing of students with special needs into the each concept/term and interpret evolutionary process towards inclusion. http://www.lesley.edu/faculty/jphilpot/jpspedevolution.htm

Understanding the Evolution of the Term Inclusion: How we got here ... Special Education Is instruction designed to meet the unique characteristics of students who have needs that cannot be met by the standard school curriculum and standard school methodology. Comments: A common misunderstanding of the term "special education" is that it is a place or person or program. Special Education by definition is instruction. It is a form of instruction required by a student(s) to maximize their learning. The application of special education instructional practices vary and have their foundations in many philosophical disciplines. Oftentimes the combination of various special education instructional practices creates an effective learning environment for all students. As current research shows the learning styles of students vary and a multi-modal teaching format enriches the classroom curriculum for all. Therefore for use of special education instructional practices proves beneficial for the total classroom environment. The Historical Perspective of Special Education (http://www.lesley.edu/faculty/thormann/spedhis.htm and http://www.lesley.edu/faculty/thormann/backgr.htm) sets the context for the evolution of the following terms. The terms can be understood conceptually by looking at the individual components of the definitions and examining its pieces. Viewing each term in this manner provides a holistic understanding of the concept/term and its evolution.

74. NCTE - Professional Concerns Proposers of this resolution noted that inclusion—the process of including special needs students within regular education—is under debate within both http://www.ncte.org/about/over/positions/category/profcon/107493.htm

document.write('') All Positions by Category Assessment, Testing Censorship, Intellectual Freedom Class Size, Workload ... Guidelines by Date Scholastic Levels Elementary Middle Secondary College Advanced Search Professional Concerns Home About NCTE Overview Our Positions ... E-mail a Friend On Inclusion NCTE Annual Business Meeting in Orlando, Florida Background Proposers of this resolution noted that inclusion—the process of including special needs students within regular education—is under debate within both special education and regular education. Essays appear in established journals, they said, and new publications have been developed around the issue. Despite objections to some abuses and financial concerns, they said that much of the testimony is positive and that all students benefit if the decision for inclusion has been based on sound considerations. The developers of this resolution believe that if regular education teachers receive professional development opportunities and the proper support for students with special needs, they will be willing to have inclusive classrooms. Be it therefore Resolution Resolved, that the National Council of Teachers of English urge schools to include all students in general education classrooms, whenever possible, and to provide support for students with identified exceptionalities;

75. WritingWiki > Inclusion And Special Needs inclusion and special needs a variety of learning environments, flexible group work, an interactive atmosphere, and activities that allow students to work http://wiki.etdguide.org/Wiki.aspx?page=Inclusion and Special Needs

76. Cover Story - Integrating The Individualized Education Plan (IEP) Into Inclusion general education classes and the help of the special education teacher learners in the class, adapted class work to inclusion students needs, and monitored http://www.educationupdate.com/archives/2002/aug02/htmls/coverd_inclusion.html

Cover Story Spotlight On Schools Featured Columnists Letters ... Travel New York City August 2002 Integrating the Individualized Education Plan (IEP) into Inclusion By Sherryl Berti The inclusion program at Chelsea Vocational High School concluded its fourth year in June 2002 with eleven students, five paraprofessionals and a District 75 special education teacher. (District 75, services students with moderate to severe disabilities in New York Citys five boroughs.) Having a variety of strengths and areas of concern, three students were fully included in general classes and eight received the support of one study period per day; all received full or part time paraprofessional assistance in their general education classes and the help of the special education teacher during study and/or as needed. District 75 provided paraprofessionals with individualized support and weekly group meetings for training in observation, strategies and adaptations. The role of the inclusion paraprofessionals was many-faceted: they encouraged all learners in the class, adapted class work to inclusion students needs, and monitored the process-oriented goals of each inclusion students Individual Education Program (IEP) .

77. Education Inclusion Of Children With Special Needs As a parent with two children with special needs, who are in as a way to make the most of all students abilities, there wouldn t be this need for all the http://www.comeunity.com/disability/advocacy-inclusion.html

Inclusion By Pat Linkhorn The word inclusion seems to conjure up all the worst images for many professionals. It, like it's predecessors, mainstream and integration, has different meanings to different people. The first thing professionals tend to do when they hear that they are going to be asked to change is to have a meeting. Then they go about defining the extent to which they will have to change. They then deliberate and try to outline the process they will have to follow in order to comply with rules. Meetings like this tend to be long, drawn-out affairs where it is impossible for everyone to agree on the exact nature of what they're doing. As a parent with two children with special needs, who are in "inclusive" settings, (which by the way vary because their disabilities are different), I have to question the need to define the process for so many people who are supposed to be educated. Is it a need to limit the extent to which they will have to adapt? Is it a method by which to prioritize all the reasons it won't work? Is it a stalling technique? My memory of teachers from my childhood was that they were people to be looked up to and admired. After all, they were our teachers, the people responsible for helping to shape our lives and futures. Based on the amount of resistance I have encountered during the process of getting my children in inclusive settings, I have to question whether my memory is bad or whether teachers are different now. Had I been educated in a setting where the professionals worked twice as hard to avoid doing what was right rather than simply just doing it, would have made me a very badly educated person.

78. Inclusion: The Children's School works with individual teachers in their classrooms, modeling inclusion lessons. staff who provide support and special services to the special needs students. http://www.newvisions.org/schoolsuccess/practices/inclusion/ChildrensSchoolBest.

The Children's School Lorraine Boyhan, Principal Arthur Mattia, Assistant Principal P.S. 372 K 512 Carroll Street Brooklyn, NY 11215 Year Started: Fall 1992 Enrollment: 345 students Grades: Pre-Kindergarten-5th Overview Founded by teachers, parents, and administrators, The Children's School is a collaboration between Districts 15 and 75 to serve children with a broad range of abilities and disabilities in general education classes on a full-time basis. It is the mission of the school to provide all students with a rigorous standards-based curriculum that will challenge them to perform their best. The Children's School employs a child-centered approach (teachers learn about the strengths, needs, and interests of each child and incorporate them into the curriculum and their instructional practice). Respect for all is the underlying principle of The Children's School. The inclusion classroom provides the context for children to develop a sensitivity for one another as well as an acceptance of and appreciation for individual differences. Structure of Inclusion Model The Children's School uses a team-teaching model. In every class there is a special education teacher and a general education teacher who are jointly responsible for the class. Each of the classrooms also has at least one teaching assistant. There are approximately 19 general education and six special education children within a classroom. In each of the classes there is at minimum two students who would have otherwise been placed in self-contained Specialized Instructional Environment (SIE) classes. Each class is structured so that it is as heterogeneous and balanced as possible in terms of children's academic strengths, behavior, and gender. Within one classroom it is not unlikely to find students who would have otherwise been in gifted classes with students who would have otherwise been in special education classes.

79. MERCAZ HARMONY - ABOUT MERCAZ HARMONY one family leaves the state open to more suits for specialneeds students. Mother Fights The System On Behalf of Daughter A Story in the fight for inclusion. http://www.ganharmony.org/articles.html

Special Articles About Inclusion and Special Education Last updated: March 27, 2003 What do we know about ADD and Ritalin? Scientific American Article Sleep Disorders and Children ADHD NOT JUST A SCHOOL DAY DISORDER: see this survey to understand how families are affected by ADHD A full pamphlet about Learning Disabilities from the National Institute of Health ... NIH Consensus Development Conference on Diagnosis and Treatment of Attention Deficit Hyperactivity Disorder

80. Classroom Strategies For Special Education ensure that appropriate strategies are being used in the classroom to assist individual learning styles and provide success to all students with special needs. http://specialed.about.com/cs/teacherstrategies/a/Strategies.htm

zJs=10 zJs=11 zJs=12 zJs=13 zc(5,'jsc',zJs,9999999,'') About Education Special Education Home ... Inclusional Strategies zau(256,152,180,'gob','http://z.about.com/5/ad/go.htm?gs='+gs,''); Assistive Technology Assessment Disabilities Giftedness ... Help zau(256,138,125,'el','http://z.about.com/0/ip/417/0.htm','');w(xb+xb); Stay Current Subscribe to the About Special Education newsletter. Search Special Education Email to a friend Print this page Stay Current Subscribe to the About Special Education newsletter. Suggested Reading Classroom Management Most Popular Behavior Contracts Graphic Organizers Classroom Strategies For Special Education Best Practices for Emotional/Behavior Disorder ... Learning Disabilities Checklists What's Hot Learning Disabilities Checklists Learning Disabilities - Reading Learning Disability Checklist - Math Learning Disabilities ... 10 Inclusional Steps for the Gifted Practical Strategies For The Classroom from Sue May 6 2003 Strategies For Special Education Classroom Environment Provide the use of a study carrel when necessary. Seat student in area free from distractions.

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