Inclusion In The Classroom Essay

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The Education for All Handicapped Children Act guaranteed that all children, regardless of their disability or perceived educability, are entitled to a free, appropriate education. For millions of children, this act opened the doors to the public school system. NASBE’s Special Education Study Group looked to a new way to organize special and general education — namely, an inclusive system of education that strives to produce better outcomes for all students. In such a system, special educational services are provided as a support to students who need them in order to achieve the outcomes expected of all students, and general education and specialized services complement and support each other. Emphasis is placed on improved instruction rather than the processes of classifying and labeling students. Parental involvement, individualization, due process and access are part of the system, but do not completely define the system. The NASBE Special Education Study Group calls for a fundamental shift in the delivery of education. An inclusive system begins with state board goals that apply to all students, as well as with creation of a total policy environment that supports systemic unity. This requires, at the least, specific changes in the way our education system is organized and administered, how teachers and other personnel are prepared, licensed, and educated throughout their careers, and how general and special education are financed. Finally, this requires changes in current mainstreaming and classroom instructional practices.   The key to reform in the finance of special education is to ensure that students receive the services they need, while not mistakenly identifying students for special services or identifying students in ways that have detrimental effects. Funding formulas should not encourage local districts to over-identify students, nor should they encourage a restrictive school placement over a regular school placement. As policymaking boards at the...

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