1. INCLUSION IN THE CLASSROOM
NOVEMBER 9, 2015 PRESENTATION PROVIDED BY: KRISTA KYKER AND MALLORY WELDER
2. 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
3. DISABILITIES INCLUDED UNDER I.D.E.A.
1. LEARNING DISABILITIES 7. VISUAL IMPAIRMENTS
2. MULTIPLE DISABILITIES 8. AUTISM
3. LANGUAGE IMPAIRMENT 9. TRAUMATIC BRAIN INJURY
4. MENTAL RETARDATION 10. DEVELOPMENTAL DELAYS
5. EMOTIONAL DISTURBANCE 11. HEARING IMPAIRMENTS
6. ORTHOPEDIC IMPAIRMENTS 12. OTHER HEALTH ISSUES
4. 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.
5. 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?
6. 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
7. 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
8. 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.
10. 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.
11. 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
13. 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.
14. 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
17. 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
18.
19. 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.
21. 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.
22. 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.
23. 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
24. 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
25. 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.
26. 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
27. 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.
28. 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.
29. 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.
30. 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
31. 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.
32. 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.
33. 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.
34. 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
37. 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
38. 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
39. 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
40. 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
41. 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.
42. 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.
43. 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.
44. 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
45. 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
46. 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.”
47. 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
48. 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.
49. 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.
50. RESOURCES
1. BLACKBOURN, J.M. (2004) EXCEPTIONAL INDIVIDUAL IN FOCUS SEVENTH EDITION. LIBRARY OF CONGRESS. COLUMUS
OHOI. PAGES 3-97
2. MARLIRANO, G.C. (2013) TEACH21. WEST VIRGINIA DEPARTMENT OF EDUCATION. RETRIEVED FROM
WWW.TEACH21.WV.EDU
3. 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.ORG
5. U.S. DEPARTMENT OF EDUCATION (2015). PRESENT LEVEL OF EDUCATIONAL PERFORMANCE. CREATIVE COMMONS
ATTRIBUTIONS. HTTP://IEPDEVELOPMENT
6. HAVENS, LYNN T. (2009). PROJECT CRISIS STRATEGIES FOR SUCCESSFUL TEACHING AND LEARNING. KALISPELL,
MONTANA. WWW.PROJECTCRISS.COM
7. SPRING, JOEL. (2012). AMERICAN EDUCATION. LIBRARY OF CONGRESS. FIFTEENTH EDITION. PAGES 102-125
8. KOONCE, GLENN L. TAKING SIDES CLASHING VIEWS OF EDUCATIONAL ISSUES.MCGRAW-HILL EDUCATION. PAGES 191-
197
