The Full Inclusion Classroom Essay -- Inclusion of Students with Learni

Definition of Trend/IssueInclusion is the combining both ecumenical education classrooms and peculiar(a) education classrooms into one. Full cellular inclusion combines everyone regardless of the severity of his/her disability whereas partial inclusion leaves those with severe and profound disabilities and/or intellectual disabilities in self-contained special education classrooms. In an inclusive classroom setting, special services are brought into the classroom instead of students being pulled out of the classroom for those special services (Henson, 2006, p.366). An inclusion classroom is designed to allow students with special needs the opportunity to access the full curriculum and view children of their age group in their natural interactive and behavioral model (Terpstra, 2008). Background InformationThe No Child Left Behind Act of 2001 (NCLB) require proficient teachers in the areas in which they teach which could serve as a problem for some special education teachers tha t are not as qualified in core national areas as they are in special education, particularly with secondary education (Nichols, 2010). Many people feel this has been the driving force behind the push for inclusion more than for the sole purposes of providing the some effective learning environment for all (Nichols, 2010). An effective co-teaching model is the best research based method in implementing the most effective inclusive environment. A co-teaching model has a general education teacher and a special education teacher working together as a team. While this model is the most effective it is only effective when properly implemented, which it seldom is. More often than not the general education teacher takes the lead as the head of the classroom w... ...rating multiculturalism, constructivism, and education reform. (Ed. 3). Long Grove, IL. Waveland Press, Inc. Jung, W. (2007). Preservice teacher training for successful inclusion. Education, 128(1), 106-113. Musti-Rao, S., Hawkins, R. O., & Tan, C. (2011). A Practitioners Guide to Consultation and Problem Solving in Inclusive Settings. Teaching Exceptional Children, 44(1), 18-26. Nichols, J., Dowdy, A., & Nichols, C. (2010). Co-teaching an educational promise for children with disabilities or a quick fix to meet the mandates of no child left behind?. Education, 130(4), 647-651. Roberts, J. A., Keane, E., & Clark, T. R. (2008). make Inclusion Work. Teaching Exceptional Children, 41(2), 22-27. Terpstra, J., & Tamura, R. (2008). Effective Social Interaction Strategies for Inclusive Settings. Early Childhood Education Journal, 35(5), 405-411.