Defining Inclusion and Supporting Laws
This term refers to bringing the support services to children with disabilities within their normal classroom setting. The article "Special Education Inclusion" mentions that inclusion commits to putting the child with disabilities in the regular classroom environment, so that they can benefit from being around their peers (Stout 2001). Inclusion is stated by Robert Fieldman as integration of all students, even those with the most severe disabilities, into regular classrooms and all other aspects of school and community life (2004). The success of these practices rides heavily upon the teachers and school being flexible with their instruction methods and only pulling the child out of class when necessary services cannot be given in the regular classroom. Here the students can be challenged, feel accepted and learn from the higher expectations placed on them.
To answer the question of why it is healthy for the growth of an average child, there are multiple reasons learning interactions are beneficial.
Stout then listed the findings in the study Success For All that were positive changes for the regular education students: Less fear and more awareness of human differences, growth in social cognition, improvement in belief in oneself, ability to support peers with disabilities, and caring friendships (2001). Emile Durkheim argues that "attachment and belonging are essential to human development and integrating children with disabilities into regular classrooms is desirable (Noll 2004)".
State laws that teachers need to know about is the Individuals with Disabilities Education Act (IDEA) and the Public Law 94-142, the Education for All Handicapped Children Act of 1975. IDEA requires that assessments be made for young children experiencing developmental delays. This also included the expansion of Individualized Education Plan (IEP) meetings for more experts to be involved, hence the intervention made must be backed by...