INCLUSION IN THE CLASSROOMNOVEMBER 9, 2015 PRESENTATION PROVIDED BY: KRISTA KYKER AND MALLORY WELDER

I.D.E.A.

Individuals with Disabilities Act. Originally Public Law 94-142

Guarantees equal educational opportunity for all children

This was the beginning of Inclusion in public education

DISABILITIES INCLUDED UNDER I.D.E.A.

1. LEARNING DISABILITIES 7. VISUAL IMPAIRMENTS2. MULTIPLE DISABILITIES 8. AUTISM3. LANGUAGE IMPAIRMENT 9. TRAUMATIC BRAIN INJURY4. MENTAL RETARDATION 10. DEVELOPMENTAL DELAYS5. EMOTIONAL DISTURBANCE 11. HEARING IMPAIRMENTS6. ORTHOPEDIC IMPAIRMENTS 12. OTHER HEALTH ISSUES

RECOGNITION,REFERAL,ELIGIBILITY

RECOGINTION OF A DISABILITY IS USUALLY FOUND BY A CONCERNED PARENT OR TEACHER

SOMETIMES EARLY INTERVENTION IS MISSED AND A STUDENT HAS SLIPPED THROUGH THE CRACKS. IN LATER YEARS, DISABILITIES ARE OFTEN RECOGNIZED THROUGH THE STUDENT’S PERFORMANCE, BEHAVIOR, AND ABILITIES COMPARED TO OTHER STUDENTS OF THE SAME AGE.

PRE-REFERAL INTERVENTION KEEPS THE STUDENT IN GENERAL EDUCATION WHILE OFFERING SPECIAL ASSISTANCE DURING THE DIAGNOSING PROCESS.

THE INTERVENTION AND REFERAL

PROGRAM

IDENTIFYING THAT A PROBLEM EXISTS IN THE CLASSROOM SETTING CREATING A SYSTEMATIC EXAMINATION PERIOD FOR THE STUDENT CREATING AN INTERVENTION PLAN THAT INCLUDES STRAGTEGIES TO

ADDRESS THE ISSUES EVALUATION OF THE INTERVENTION STRATEGIES-ARE THEY

WORKING? IS THE STUDENT STILL STRUGGLING? WHAT OTHER ISSUES HAVE BEEN IDENTIFIED DURING THIS PROCESS?

FORMAL REFERAL FOR SPECIAL EDUCATION

A GROUP OF EDUCATORS FROM THE CHILD’S SCHOOL WILL REVIEW ALL OF THE ASSESSMENTS ON THE CHILD AND DECIDE IF THE STUDENT NEEDS TO BE FORMALLY EVALUATED FOR ELIGIBILITY INTO THE SPECIAL EDUCATION PROGRAM

WE MUST REMEMBER THAT SPECIAL EDUCATION STRIVES TO INCLUDE THE CHILD IN THE GENERAL EDUCATION PROGRAM WHILE CREATING ACCOMODATION AND MODIFICATIONS TO OFFSET THE CHILD’S DISABILITIES.

THE LAST STEP IS TO DETERMINE ELIGIBILITY

ELIGIBILITY DETERMINATION

SCHOOL PROFESSIONALS AND THE SPECIAL EDUCATION ELIGIBILITY TEAM CONDUCT A COMPREHENSIVE EVALUATION OF THE STUDENT.

STANDARDIZED AND NON-STANDARDIZED TESTS ARE ADMININSTERED

INTERVIEWS, OBSERVATIONS ARE COPLETED. THEN THE TEAM ASSSESSES ALL INFORMATION

IF THE STUDENT MEETS THE STATE ELIGIBILITY GUIDELINES FOR SPECIAL EDUCATION-THE PROCESS OF CREATING AN INDIVIDUALIZED EDUCATION PLAN BEGINS

I.E.P.

INDIVIDUAL EDUCATION PLAN ACCOMODATIONS AND MODIFICATIONS INSIDE THE CLASSROOM FOR

EACH STUDENT WITH A DISABILITY. I.E.P.’S ARE CREATED WITH A TEAM OF ADULT EDUCATORS, THE

STUDENTS PARENTS OR GUARDIAN, AND THE STUDENT IS INVOLVED IN THIS PROCESS.

STUDENT’S I.E.P. TEAM

CONCEPT OF THE I.E.P.

ACCORDING TO J.M. BLACKBOURN AND JAMES R. PATTON, “THE OVERRIDING CONCEPT OF THE I.E.P. IS THAT ALL EDUCATIONAL PROGRAMMING SHOULD BE DRIVEN BY THE NEEDS OF THE STUDENT, NOT BY THE AVAILABITY OF SERVICES.”

THE I.E.P. NEEDS TO CONTAIN GOALS, BE REEVAUATED ATLEAST ONCE A YEAR, AND CONTAIN ANY RELATED SERVICES THAT MAY ASSIST THE STUDENTS’ PROGRESS.

THESE ARE INCLUDED IN THE I.E.P.’S ACCOMODATIONS AND MODIFICATIONS SECTION OF THE DOCUMENT.

IT IS IMPORTANT TO REMEMBER THAT THE I.E.P. IS A REQUIRED DOCUMENT OF I.D.E.A. AND REQUIRES SPECIFIC GOALS AND PROGRESS EVALUATION.

EXAMPLES OF ACCOMODATIONS

ARE USUALLY PHYSICAL CHARACTERISTICS THAT AFFECT THE CLASSROOM SETTING

SEATING UP FRONT NEAR THE BOARD AND THE TEACHER

HAVING WIDE ENOUGH PATHWAYS IN BETWEEN DESKS

THE STUDENT HAVING AMPLE PERSONAL SPACE AWAY FROM THE NORMAL NOISE OF CLASS WORK AND GROUP WORK

COMMON ACCOMODATIONS

MODIFICATIONS

A STUDENT BEING ABLE TO USE SOME SORT OF SMART DEVICE TO TYPE HIS WORK

A SHORTENED TEST THAT INCLUDES A WORD BANK ADDITIONAL TIME TO COMPLETE TESTS AND ASSIGNMENTS SKELETAL NOTES THAT GIVE AN OUTLINE OF LECTURES CALCULATORS, BRAIL, LAPTOPS, SMART DEVICES TAKING TESTS OUTSIDE OF THE CLASSROOM AND BEING ALLOWED

TO USE A NOTECARD OR OPEN BOOK TO RELIEVE TEST TAKING ANXIETY.

OTHER I.E.P. COMPONENTS:

STATEMENT-PRESENT LEVELS OF STUDENT’S PERFORMANCE

MEASURABLE ANNUAL GOALS

SHORT-TERM BENCHMARKS

OBEJECTIVES THAT ALLOW STUDENT INVOLVEMENT IN THEIR OWN PROGRESS

SUPPLEMENTAL AIDES TO ASSIST THE STUDENT’S PROGRESS

SMART

Student Centered

I.E.P. COMPONENTS CONTINUED

MODIFICATIONS TO CURRICULUM SUPPORTIVE INFORMATION FOR THE SCHOOL PERSONEL TO HELP

THE STUDENT’S PROGRESS EXPLANATION THAT TELLS THE EXTENT OF THE STUDENT’S

PARTICIPATION IN GENERAL EDUCATION ASSESSMENT TECHNIQUES FOR EVALUTAION OF THE STUDENT’S

PROGRESS DATES THAT INCLUDE BEGINNING OF SERVICES, FREQUENCY,

LOCATION, AND THE LENGTH OF PROJECTED SERVICES

I.E.P. COMPONENTS CONTINUED HOW WILL THE STUDENT PROGRESS TOWARD ANNUAL GOALS AND

THE EFFECTIVENESS OF THE MODIFICATIONS BE MEASURED?

STUDENTS 14 AND YOUNGER WILL HAVE A STATEMENT THAT EXPLAINS TRANSITIONAL NEEDS TOWARD THE STUDENT’S FOCUS OF COURSE STUDIES.

STUDENTS 16 AND YOUNGER NEED TO HAVE A STATEMENT INCLUDED IN THEIR I.E.P. THAT EXPLAINS THE INTERAGENCY AND LINKAGE RESPONSIBILITIES OF THEIR PROGRAMS.

Example of Goal Setting

SPECIAL CONSIDERATION INCLUDE:

STUDENTS WITH BEHAVIOR ISSUES NEED TO HAVE CLEAR CUT INTERVENTION STRATEGIES THAT SUPPORT BEHAVOIR IMPOVEMENTS.

ENGLISH AS SECOND LANGUAGE NEEDS TO BE ADDED FOR STUDENT’S WHO HAVE A LANGUAGE BARRIER

BRAILLE FOR BLIND STUDENTS ALTERNATE FORMS OF COMMUNICATION LIKE AN INTERPRETER WHO IS

FLUENT IN SIGN LANGUAGE FOR THE STUDENT WHO IS HEARING IMPAIRED

GIFTED AND TALENTED STUDENTS NEED TO BE OFFERED ADDITIONAL SUPPORT TO FOSTER GROWTH AND NOT BORDOM.

REVIEW OF STUDENT’S PROGRESS

FEDERAL LAW MANDATES THAT AN I.E.P. MUST BE EVALUATED ANUALLY AND ADJUSTED TO THE STUDENT’S PROGRESS AND NEEDS. THIS REQUIRES NEW GOALS AND THE WAYS TO MEASURE THE PROGRESS OF THOSE GOALS

FEDERAL LAW MANDATES A COMPREHENSIVE EVALUATION OF THE STUDENT’S PROGRESS EVERY THREE YEAR.

EDUCATION IN INCLUSION SETTINGS

STUDENTS SHOULD NOT HAVE DIFFERENT EDUCATIONAL STANDARDS, THEY NEED TO HAVE ADDITIONAL OR ADAPTED STANDARDS FOR THE SAME EDUCATION AS STUDENTS OF THE SAME AGE AND CURRICULUM.

SPECIAL EDUCATORS AND TEACHERS NEED TO HAVE DAILY COMMUNICATION AND COLLABORATION.

AFFECTIVE INSTRUCTIONAL TECHNIQUES MUST BE UTILIZED IN THE CLASSROOM

CREATING AN ACCEPTING AND INCLUSIVE ENVIRONMENT FOR ALL STUDENTS

INDIVIDAUL FAMILY SERVICE PLANS

IF EARLY INTERVENTION OF A CHILD IS REGOGNIZED AND THE CHILD MEETS THE STATE ELIGIBLITY REQUIREMENTS THEN THE SCHOOL SYSTEM IS RESPONSIBLE FOR PROVIDING SUPPORT TO FAMILIES.

I.F.S.P. ARE FAMILY CENTERED AND CAN BE USED ALONG WITH AN I.E.P. SERVICES AND THERAPIES ARE BASED ON THE FAMILY AND CHILD NEEDS SERVICES CAN BE PROVIDED IN THE HOME BENEFITING FROM THE EASE

OF THE CHILD’S NATURAL ENVIRONMENT SERVICES HAVE NO COST TO FAMILIES THE MEET ELIGIBILITY

REQUIREMENTS

I.F.S.P.

SERVICES WILL BE PROVIDED IN THE PRIMARY LANGUAGE THE FAMILY SPEAKS AT HOME

ALL SERVICES ARE COORDINATED WITH A SINGLE POINT OF CONTACT AND ASSIST FAMILY IN IDENTIFYING COMMUNITY RESOURCES THEY CAN UTILIZE TO HELP THEM GAIN BETTER FOOTING IN THEIR LIVES.

TRANSITIONAL PLANS FOR THE CHILD WHEN THEY REACH SCHOOL AGE AND NO LONGER QUALIFY FOR EARLY INTERVENTION SERVICES.

GOALS ARE OUTCOME STATEMENTS AND REFLECT THE CHANGES THE FAMILY WOULD LIKE TO SEE FOR THEMSELVES AND THEIR CHILD.

BEHAVORIAL INTERVENTION PLANS B.I.P.

FEDERAL LAW PASSED AN AMENDMENT TO I.D.E.A. IN 1997 REQUIRING B.I.P.’S WHEN:

WHEN A STUDENT’S BEHAVIOR ADVERSLY AFFECTS THEIR LEARNING OR THE LEARNING OF OTHER STUDENTS IN THEIR CLASS.

THE STUDENT’S BEHAVIOR CREATES A PHYSICAL OR EMOTIONAL RISK TO OTHERS

A STUDENT WITH A DISABILITY THAT REQUIRES MAJOR DISCIPLINARY ACTIONS

WHAT IS INCLUDED IN B.I.P.’S?

IDENTIFYING THE CAUSES OF THE BEHAVIOR PROBLEM SO THAT THE BEHAVIOR CAN BE PREVENTED OR CONTROLED

POSITIVE INTERVENTION STRATEGIES TEAM APPROACH, INVOLVEMENT OF MULTIPLE PROFESSIONALS TO

IDENTIFY, STRATEGIZE, SET GOALS, AND CREATE A POSITIVE LEARNING ENVIRONMENT FOR THE STUDENT AND THEIR PEERS.

MAKING INCLUSION SUCCESSFUL

OFFERING COMPREHENSIVE TRAINING TO GENERAL EDUCATORS DESCRIBING SPECIFIC WAYS TO WORK WITH STUDENTS WHO HAVE SPECIAL NEEDS.

PROVIDING TEACHERS WITH THE KNOWLEDGE AND SKILLS NEEDED TO HELP THE STUDENT BE SUCCESSFUL

MAKING SURE THE TEACHER HAS ALL THE INFORMATION THEY NEED TO WORK WITH THE STUDENT. MAKING SURE THE TEACHER HAS A COPY OF THE I.E.P. AND UNDERSTANDS THE ACCOMODATIONS AND MODIFICATIONS AND GOALS.

SUCCESSFUL INCLUSION CONTINUED:

PROVIDING ADEQUATE TIME DURING THE SCHOOL DAY FOR TEACHER AND STAFF COLLABORATION WITH THE I.E.P. TEAM/SPECIAL EDUCATION TEACHER.

PROVIDING APPROPRIATE TEACHER SUPPORTS

REMEMBER THAT “IT TAKES A VILLAGE” TO RAISE A CHILD AND WE ALL NEED HELP FOSTERING THE GROWTH OF OUR CHILDREN.

NEGATIVE ASPECTS OF INCLUSION

Lack of teacher training Lack of faculty training Lack of collaboration between the General Educator and the Special

Educator Teacher attitude Classroom environment

Negatives of Inclusion Continued

Schools not having the appropriate technology needed to provide up to date services for certain disabilities.

Schools in low income districts may not be able to provide improvements in the school infrastructure that is needed to accommodate a child in a wheel chair.

The cost of obtaining appropriate supplies, materials, equipment, and special instruction may not be within the means of certain school districts.

Students with severe disabilities may need more one on one instruction then inclusion offers.

Negative Aspects of Inclusion Continued

Parents that are determined to have their children participate in the public school setting regardless of recommendations are able to do so even if inclusion is not good for that student.

If the student is extremely disruptive, the general education student’s will have additional distractions that will infringe on their rights to equal opportunity for public education.

The teacher may not have the patience of understanding of how to cope with a disruptive student’s behavior when the child is spending time in general education without the special educator.

Their may not be enough special educators in the school to provide each disabled student with their own teacher.

Negative Aspect Continued

If a student has extraordinary disabilities and is mainstreamed into general education, other student’s that need additional help but are not qualified for I.D.E.A. could fall behind.

Worse then having a student fall behind, groups of students may fall behind.

Worse then groups of students falling behind, is the risk that the issues student’s are having could be missed by a teacher who is spread too thin while taking care of another student that requires her constant attention.

Not all classrooms have access to a student aide. Special Educators can not always be in the classroom. Behavior of regular students may begin to decline in order to receive more attention from the teacher.

SERVICES OF INCLUSION UNDER 504

STUDENT IS NOT ELIGIBLE FOR SERVICES UNDER I.D.E.A. MAY QUALIFY UNDER THE SECTION 504

DOES THE STUDENT HAVE A MENTAL OR PHYSICAL NEED THAT CAN NOT BE MET UNDER THE GENERAL PUBLIC EDUCATION SYSTEM BUT DOES NOT REQUIRE AN INDEFINATE PROGRAM?

THE STUDENT MUST POSSESS A LIMITATION THAT IMPEDES THEIR EDUCATION

504 ELIGIBILITY

SUBSTANCIAL IMPAIRMENT/LIMITATION

TWO MAJOR COMPONENTS:

THE SEVERITY OR THE IMPAIRMENT

THE LENGHTH OF THE IMPAIRMENT

WHO RECIEVES SECTION 504 SERVICES?

ALL STUDENTS WHO HAVE BEEN GIVEN A REFERAL FOR SPECIAL EDCUATION BUT DO NOT QUALIFY UNDER THE FEDERAL I.D.E.A. GUIDELINES

EVERY SCHOOL IS REQUIRED TO HAVE A COMMITTEE THAT IS KNOWLEDGABLE AND READY TO DEVELOP A CLEAR CUT SYSTEM FOR DETERMINING THE ELIGIBILTY FOR THESE SPECIAL SERVICES

EXAMPLES OF IMPAIRMENTS FOR 504

A CHILD THAT HAS A BROKEN LEG AND CAN NOT RIDE THE REGULAR BUS TO AND FROM SCHOOL WOULD BE PICKED-UP AND DROPPED OFF EVERYDAY. THEY WOULD TEMPORARILY RIDE THE HANDICAPPED BUS THAT INCLUDES A LIFT TO GET THEM UP ONTO THE BUS.

A CHILD WITH A BROKEN ARM MAY BE GIVEN A LAPTOP TO USE IF THEIR WRITING HAND IS TEMPORARILY OUT OF COMMISSION

A CHILD WITH CHALK ALLERGIES MAY HAVE THE CHALK REMOVED FROM THEIR CLASSROOM AND REPLACED WITH A DRY ERASE BOARD AND MARKERS

TRANSITION A CHILD TO POSTSCHOOL

ALL CHILDREN WHO QUALIFY FOR I.D.E.A. MUST HAVE A TRANSITION PLAN IN PLACE AND ADDED AS PART OF THEIR I.E.P. PRIOR TO THEIR LAST YEAR IN PUBLIC EDUCATION

TRANSITION GOALS INVOLVE THE PARENT AND THE CHILD MUST BE INCLUSIVE OF THE CHILD’S INTERESTS AND GOALS VOCATIONAL TRAINING AND JOB FORCE RECOMMENDATIONS TRANSITION NEEDS TO CAPITALIZE ON THE STRENGHTS AND

ABILITIES OF THE STUDENT

TRANSITION POST EDUCATION

STUDENTS MAY STILL QUALIFY FOR SERVICES ONCE THEY LEAVE PUBLIC EUDCATION

CERTIFICATES OR MODIFIED LEVELS OF DIPLOMAS HAVE BEEN GRANTED TO STUDENTS WHO ACHIEVE THEIR I.E.P GOALS FOR GRADUATION

COLLABORATION BETWEEN THE SCHOOL AND BUSINESSES FOR JOB OPPORTUNITIES AND INTERNSHIPS

ALLOWING STUDENTS TO STAY IN PUBLIC SCHOOL UNTIL THE AGE OF 22 TO MAXIMIZE THEIR OPPORTUNITY TO GRADUATE.

PREPARING THE STUDENT TO BE A RESPONSIBLE CITIZEN AND PRODUCTIVE PART OF THE COMMUNITY

RECAP POSITIVE ASPECTS OF INCLUSION

CREATES OPPORTUNITIES FOR STUDENTS WITH DISABILITIES TO MAKE FRIENDS WITH STUDENTS WHO ARE NOT DISABLED AND VISE VERSA. CREATING ACCEPTANCE.

ALLOWS STUDENTS WITH DISABILTIES TO BECOME WELL ROUNDED BY ALLOWING THEM TO PARTICIPATE IN ALL AREAS OF PUBLIC EDUCATION.

IT WILL BE EASIER TO PIN POINT THEIR STRENGHTS AND UTILIZE THOSE STRENGHTS TO COMPENSATE FOR THEIR SHORT COMINGS.

ALLOWS FOR ADDITIONAL SUPPORT FOR STUDENTS WITH DISABILITIES TO CREATE A SUCCESS IN THE GENERAL EDUCATION PROGRAM

EMPHASIZES THE ENRICHMENT OF DIFFERENCES TO HELP ALL STUDENTS BECOME AWARE THAT DIFFERENCES ARE NOT ALWAYS NEGATIVE.

RECAP-POSITIVE OUTCOMES INCLUSION

CREATES AWARENESS AND EDUCATES THE COMMUNITY WHICH EQUIPS CITIZENS TO FIND WAYS TO COPE WITH DISABILITIES AND ADVERSITY

INVOLVES MULTICULTURAL CLASSROOMS AND PROMOTES DIVERSITY HELPS TO PREPARE STUDENTS WITH DISABILITIES FOR THE WORKFORCE EDUCATES EMPLOYERS ABOUT THE BENEFITS OF HIRING A PERSON WITH

DISABILTIES MINIMIZES BULLYING INSIDE AND OUTSIDE THE CLASSROOM MINIMIZES PREJUDICES THAT MAY HAVE OTHERWISE EXISTED IN THE

COMMUNITY.

SUMMARY: THE NEGATIVES OF INCLUSION

SOMETIMES A CHILD THAT HAS MAJOR DISABILITIES WOULD BENEFIT FROM A SPECIAL SCHOOL THAT HAS MORE RESOURCES AVAILABLE FOR THAT STUDENTS INDIVIDUAL NEEDS, BUT THE PARENTS ARE DEAD SET ON THE CHILD ATTENDING PUBLIC SCHOOLS.

IT IS COSTLY. THE PROCESS IS VERY STRINGENT AND INVOLVES A RIGOUROUS PROCESS OF IDENTIFICATION AND ELIGIBILITY REQUIREMENT

NOT ALL SPECIAL EDUCATORS AND GENERAL EDUCATORS GET ALONG. THEY DO NOT COLLABORATE OR SHARE INFORMATION THAT WOULD BENENFIT THE DISABLED STUDENT OR THE GENERAL EDUCATION STUDENTS.

SUMMARY OF NEGATIVES CONTINUED

SPECIAL EDUCATORS ARE NOT ALWAYS AVAILBLE IN EVERY CLASS THAT HAS A CHILD WITH AN I.E.P.

THE TEACHER IS THEN EXPECTED TO MAKE THE MODIFICATIONS AND ACCOMODATIONS FOR THE STUDENTS WITH DISABILITIES WHICH COULD TAKE AWAY FROM THE OTHER STUDENTS LEARNING TIME

IF THE STUDENT IS DISRUPTIVE IT COULD BE DISTRACTING FOR OTHER STUDENTS

ALLOWING FOR SPECIAL TESTING AND LONGER TIME TO COMPLETE ASSIGNMENTS COULD CREATE ANIMOSITY BETWEEN GENERAL EDUCATION STUDENTS AND THOSE WITH I.E.P.’S

SUCCESS WITH INCLUSION IN EDUCATION

TEACHER TRAINING COLLABORATION PARENT AND STUDENT INVOLVEMENT SETTING MEASURABLE GOALS ASSESSING THOSE MEASURABLE GOALS EVALUATION AND REEVALUTATION OF THE STUDENT CREATING AN ACCEPTING CLASSROOM ENVIRONMENT CREATING UNIVERSALLY DESIGNED LESSON PLANS

UNIVERSALLY DESIGNED LESSON PLAN

RAYMOND ORKWIS SAYS A UNIVERSALLY DESIGNED LESSON PLAN“IS THE DESIGN OF INSTRUCITIONAL MATERIALS AND METHODS THAT MAKE LEARNING GOALS ACHIEVABLE BY INDIVIDUALS WITH WIDE DIFFERENCES IN THEIR ABILITIES.”

CREATING A SUCCESSFUL UDL INCLUDES:

FLEXIBILITY OF THE TEACHER FLEXIBILITY OF THECURRICULUM FLEXIBILITY OF THE ACITIVITIES FLEXIBILITY OF THE TEACHING METHODS FLEXIBILITY OF THE CLASSROOM ENVIRONMENT CREATING ALTERNATIVE CHOICES FOR STUDENTS FLEXIBILITY OF ASSESSMENT/EVALUATION TECHNIQUES

SUCCESSFUL UDL USED WITH INCLUSION

ALLOWS THE TEACHER TO LINK THE ASSESSMENTS/EVALUATIONS OF THE STUDENT’S PERFORMANCE TO THE CURRENT LESSON

IT ALLOWS THE TEACHER TO CONVEY CLEAR CUT EXPECTATIONS TO THE STUDENTS

IT ALLOWS TEACHERS TO UTILIZE STUDENT GROUPING AS A RESOURCE FOR LEARNING AND COMPREHENSION

IT ALLOWS THE TEACHER TO MOVE BEYOND USING JUST THE TEXTBOOK AND TO INCORPORATE TECHNOLOGY INTO THE LESSON PLAN.

CONCLUSION OF INCLUSION

THE MOST IMPORTANT THING TO REMEMBER ABOUT INCLUSION IS THAT IT ALLOWS ALL STUDENTS THE EQUAL OPPORTUNITY TO PURSUE A PUBLIC EDUCATION.

RESOURCES

1. BLACKBOURN, J.M. (2004) EXCEPTIONAL INDIVIDUAL IN FOCUS SEVENTH EDITION. LIBRARY OF CONGRESS. COLUMUS OHOI. PAGES 3-972. MARLIRANO, G.C. (2013) TEACH21. WEST VIRGINIA DEPARTMENT OF EDUCATION. RETRIEVED FROM WWW.TEACH21.WV.EDU3. ORKWIS, RAYMOND. (2003) UNIVERSALLY DESIGNED INSTRUCTION. ERIC/OSEP DIGEST.ERIC CLEARINGHOUSE ON DISABILITES AND GIFTED EDUCATIONS. ARLINGTON VA.4. C.F. (2014) 10 BASIC STEPS IN SPECIAL EDUCATION. U.S. DEPARTMENTS OF EDCUATION(PROGRAMS NO. H328RI30013). WWW.PARENTCENTERHUB.ORG5. U.S. DEPARTMENT OF EDUCATION (2015). PRESENT LEVEL OF EDUCATIONAL PERFORMANCE. CREATIVE COMMONS ATTRIBUTIONS. HTTP://IEPDEVELOPMENT6. HAVENS, LYNN T. (2009). PROJECT CRISIS STRATEGIES FOR SUCCESSFUL TEACHING AND LEARNING. KALISPELL, MONTANA. WWW.PROJECTCRISS.COM7. SPRING, JOEL. (2012). AMERICAN EDUCATION. LIBRARY OF CONGRESS. FIFTEENTH EDITION. PAGES 102-1258. KOONCE, GLENN L. TAKING SIDES CLASHING VIEWS OF EDUCATIONAL ISSUES.MCGRAW-HILL EDUCATION. PAGES 191-197