81. Teachers' Toolbag 7. A concept that applies only to special education students. Involve studentsin decisions Match skill mastery with each student’s goals and needs. http://www.atpe.org/TeachersToolbag/

Understanding inclusion How to make it work in your classroom See also: Inclusion Confusion: What are schools legally required to do for their special education students? Inclusion does work: Students with special needs bring so much to a class Communicating with dignity Inclusion: An Essential Guide for the Paraprofessional by Rudy Cordova, Jr., ATPE Professional Development Coordinator I ’ll never forget my second year of teaching, not because I was in a brand-new school or excited to have survived my first year, but because my students and I learned a valuable lesson. That year, the special education teachers on my campus selected the students in my class to be their students’ buddies. Children with severe disabilities joined my class for recess, lunch and ancillary classes to satisfy recent court rulings that clarified the meaning of “least restrictive environment” (LRE). LRE, or requiring students with disabilities to be educated as closely as possible with students without disabilities, is a legal principle that has been around since 1975, but this was my first experience with it. I didn’t know what to expect and neither did my third-grade bilingual class, but we forged ahead together. I began looking for ways to educate all my students and make sure I met the mandates, just as many other educators have done over the years as the practice of inclusion, the practical application of LRE, has grown.

82. After School Programs Characteristic Climate for inclusion. Stage 1. The school refers studentswith special needs to participate in the afterschool program. http://www.ncrel.org/21stcclc/connect/climate.htm

Annotated Bibliography Building a full service school. A step-by-step guide. San Francisco, CA: Jossey-Bass, Inc. Characteristic: Climate for Inclusion Indicator: Comprehensive programs are inclusive of all students, regardless of their emotional, intellectual, social, or physical needs. Sample Policies and Programs Stage 1 The school refers students with special needs to participate in the after-school program. The program coordinator requests information about students with special needs that are attending the program and, as a consequence, the program coordinator purchases some simple assistive technology devices (e.g., switches, pencil grips, special computer software, etc.) for students with special needs. The local fire department builds a sidewalk in a park nearby to make sure that a student in a wheelchair can participate in all the program activities. Stage 2 The program staff sets up a three-day planning session with other after-school programs and the special area classroom teachers to adapt the curriculum and environment for children with special needs. University undergraduate and graduate students majoring in foreign languages plan international events, including food and costumes. University students earn class credit for their contributions to the program.

83. Attention Deficit & Special Needs Resources ADHD / special needs Resources for All Teachers, Parents, and Student Diversityand Learning needs, Although some understand how to teach students to ignore http://adhd.kids.tripod.com/attdef.html

ADHD / Special Needs Resources for All Teachers, Parents, and Students Resources That Will Increase Our Understanding of and Improve Our Ability to Meet Kids' Needs: Articles: for Educators Articles: for Families Articles: Articles for Educators: FOCUS: ARTICLE: DESCRIPTION: Attention Deficit Book Feature As I read about ADHD and related disorders, I find so many helpful resources. This page highlights excerpts from one of the best sources, Driven to Distraction , by Dr. Hallowel. Attention Deficit What is ADHD? The Expertise of an Educator/Father of a Child With ADHD. Attention Deficit What's It Like to Have ADD? An informative and research-based article by E. Hallowell, MD. Attention Deficit It's Your Chemistry Article explaining the chemistry of the brain and attention deficit disorder. Attention Deficit Blinks Researched article explaining why it seems a misunderstood child isnÕt listening. ADD Classroom Interventions Attention Deficit Disorder and School Discipline Wise words a position paper from the CH.A.D.D. web site. * New!

84. IN-SITES FOR INCLUSION SUCCESS! Kindergarten and Beyond; Inclusive Learning Environments for StudentsWith special needs; CIRCLE OF inclusion; CONSORTIUM ON INCLUSIVE http://members.tripod.com/~ozpk/insite3.html

MAKE INCLUSION WORK! Inclusion as an approach is the law of the land; as an attitude, inclusion presents one of the most idealistic and creative challenges teachers have ever faced! Classrooms today are far more diverse than heretofore, both nationally and locally. Students formerly in Resource Rooms and Gifted Centers are now integrated into the mainstreamwhich has undergone pressures to detrack. *1*The ANIMAL SCHOOL A.D.D. The Karmic View *1*ThinkQuest theAbleDisAbled *1*Special Education and the Real Meaning of LD ... *1*GUIDANCE on TEACHING GIFTED and TALENTED PUPILS Outstanding British site with guidelines and strategies for each subject! *LD in Depth Numerous topics, clearly and concisely explained Inclusion and Bilingual Students Assessment in Special Ed. and Inclusion Transition to Work/College for Special Education Learners Education: Gifted and Talented Students ... *1*INCLUSION Very practical links! *1*Big Chalk's SPECIAL EDUCATION Links Special Ed.: Learning Disabilities Grieving the "loss of Normalcy" for Sped. Parents A Child Called "It" Abuse and ethical dilemmas The New IDEA Survival Guide Excellent on-line book from NEA!

85. ED433185 1998-02-00 Science Classrooms For Students With Special Needs. ERIC Dig and socialization have led to widespread efforts to place students with special needsin regular classrooms, a practice known as inclusion. According to the http://www.ericfacility.net/databases/ERIC_Digests/ed433185.html

ERIC Identifier: Publication Date: Author: McCann, Wendy Sherman Source: ERIC Clearinghouse for Science Mathematics and Environmental Education Columbus OH. Science Classrooms for Students with Special Needs. ERIC Digest. THIS DIGEST WAS CREATED BY ERIC, THE EDUCATIONAL RESOURCES INFORMATION CENTER. FOR MORE INFORMATION ABOUT ERIC, CONTACT ACCESS ERIC 1-800-LET-ERIC Legal resolutions, concerns of parents, and new research on learning and socialization have led to widespread efforts to place students with special needs in regular classrooms, a practice known as "inclusion." According to the report on Women, Minorities, and Persons with Disabilities in Science and Engineering (1996), approximately 6% of children in the United States were in federally-supported special educational programs during the 1992-1993 school year, up 1.5% from 15 years earlier. The number of disabled students participating in regular classrooms has risen by 10% during the last five years (Roach et al., 1997). The manifestation of particular disabilities varies widely among students with special needs, but over half of the identified disabilities are learning disabilities. Other disabilities include speech and language difficulties, mental retardation, and serious emotional difficulties. Physical disabilities are relatively rare, constituting less than 2% of those identified as having disabilities (Women, Minorities, and Persons with Disabilities in Science and Engineering:1996, 1996).

86. Where Special Needs Students Come Alive - Smh.com.au So what? For the 21 special needs students at the North Ryde school, it's theirinclusion in these runof-the-mill activities that's so important. http://www.smh.com.au/articles/2002/06/24/1023864551915.html

Home Specials Class Acts Wednesday July 3, 2002 news business technology sport ... place an ad extra personal finance travel education subscribe home delivery eNewsletter archives today's edition: am past 10 days site guide Where special needs students come alive By Lee Glendinning June 25 2002 Students work on projects at Truscott Street Primary School in Sydney. Photo: Penny Bradfield At Truscott Street Primary School students play together at lunch time, visit the library to read or play computers, and throw the ball to their friends. So what? For the 21 special needs students at the North Ryde school, it's their inclusion in these run-of-the-mill activities that's so important. Some are physically impaired, others have language delays or learning difficulties. They are taught basic skills in a support unit, but they are welcomed into the wider school and mainstream classes when they are ready. Truscott Street's integration program has five fulltime aides who also assist students in the mainstream. The unit is connected to the main school by a long covered walk-way for students with wheel chairs or walking frames to have access in all weather conditions. There are four separate classes for the special needs students, and all children integrate with the main school at some level.

87. CSMEE Digest 98-5 research on learning and socialization have led to widespread efforts to place studentswih special needs in regular classrooms, a practice known as inclusion. http://www.ericse.org/digests/dse98-5.html

Science Classrooms for Students With Special Needs by: Wendy Sherman McCann February 1998 (Updated March 2002) ERIC Clearinghouse for Science, Mathematics, and Environmental Education DIGEST Legal resolutions, concerns of parents, and new research on learning and socialization have led to widespread efforts to place students wih special needs in regular classrooms, a practice known as inclusion. According to the report on Women, Minorities, and Persons with Disabilities in Science and Engineering (1996), approximately 6% of children in the United States were in federally-supported special educational programs during the 1992-1993 school year, up 1.5% from 15 years earlier. The number of disabled students participating in regular classrooms has risen by 10% during the past five years (Roach et al., 1997). The manifestation of particular disabilities varies widely among students with special needs, but over half of the identified disabilities are learning disabilities. Other disabilities include speech and language difficulties, mental retardation, and serious emotional difficulties. Physical disabilities are relatively rare, constituting less than 2% of those identified as having disabilities (Women, Minorities, and Persons with Disabilities in Science and Engineering, 1996). The Consortium on Inclusive Schooling Practices (no date given) has developed a framework for evaluating state and local policies for inclusion "in an effort to help state and local policymakers, practitioners, and families determine if the general educational policies of their state or district support the inclusion of students with disabilities." The Consortium offers six policy goals: (a) curricula that allow for maximum development of individual students; (b) measurable, alternative, appropriate assessment practices; (c) accountability for all members of the educational community; (d) commitment to professional development; (e) sufficient and responsible funding for programs; and (f) governance structures that allow for central support of localized control.

88. Special Needs and handy tips to make inclusion a success Promoting Social Development for Studentswith Autism Background special needs Web Resources Use these resources to http://teachervision.com/lesson-plans/lesson-5808.html

Explore Our Sites... Family Education Network Home Shop at PearsonAtSchool SchoolCash PARENTS FamilyEducation MySchoolOnline TEACHERS TeacherVision Quiz Lab MyGradeBook MySchoolOnline REFERENCE Infoplease Fact Monster KIDS FEkids FunBrain Fact Monster TEENS FEteens Teacher Home Lesson Planning Center Teacher Tools ... Help Special Needs Find answers to questions about such issues as ADD/ADHD, inclusion, and assessment. These articles and materials are provided in partnership with the Council for Exceptional Children (CEC). Adaptations and Modifications These articles and resources detail easy and useful modifications to incorporate in the classroom. ADD/ADHD Articles and resources that will help you deal with the special nature of students with ADD/ADHD. Assessment and Accommodations Assessing students is an important focus for all educators. Read our suggestions for modifying assessments and trying new techniques to improve your knowledge of your students. Behavior Management Managing students' behavior is a crucial factor in the success of every teacher. Our ideas and strategies make this an achievable goal.

89. Product Information This report presents indepth analyses of the effects on inclusionrates to increase the participation of special needs students in NAEP....... http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2000473

90. Cover Story - Legal Aspects Of Special Education for special education, as parents of children with special needs previously couldbe made to Individual Education Plans (IEPs) for students with disabilities. http://www.educationupdate.com/archives/2002/aug02/htmls/covere_legal.html

Cover Story Spotlight On Schools Featured Columnists Letters ... Travel New York City August 2002 Legal Aspects of Special Education By Hope Glassberg Special Education is as much a legal issue as it is an educational one. Several federal laws delineate the ways in which schools handle children with special needs. Family Educational Rights and Privacy Act (FERPA) Sources: www.ed.gov/offices/OM/ferpa.html; www.reedmartin.com Individuals with Disabilities Education Act (IDEA) : IDEA was restructured in 1997. The act has four sections: I. General Provisions, II. Assistance for Education of All Children with Disabilities, III. Infants and Toddlers with Disabilities, and IV. National Activities to Improve Education of Children with Disabilities. One particularly important aspect of the restructuring effort was the changes made to Individual Education Plans (IEPs) for students with disabilities. Also, as the American Speech and Language Association website explains, “The IEP members have also been expanded to include, among others, the special education teacher, and the regular education teacher, as appropriate. Related services personnel may be specified as team members by the school or the parents.”

91. NASP Position Statement On Inclusive Programs developing supportive social relationships, and restructuring special services are mayhave difficulty meeting the needs of all students, particularly those http://www.nasponline.org/information/pospaper_ipsd.html

Position Statement on Inclusive Programs for Students With Disabilities The 1997 Individuals with Disabilities Education Act (IDEA 97) created significant educational opportunities for students with disabilities and established important safeguards that ensure the provision of a free, appropriate public education to students with special needs. NASP strongly supports the continuation and strengthening of this mandate. NASP also recognizes the need to continually evaluate the effectiveness of all aspects of our educational system and to promote reform when needed. A Call for Inclusive Schools Potential Benefits Some of the benefits of inclusive programs include: typical peers serving as models for students with disabilities; learning new academic and social skills within natural environments, facilitating generalization of skills; all students learning to value diversity; and general education classrooms that are better able to meet the needs of all students as a result of additional instructional resources, staff development for general and special educators, a more flexible curriculum, and adapted instructional delivery systems. Developing Inclusive Programs In advocating for the development of these programs, NASP takes the position that:

92. ESSE 506 MCTP - Educating Students With Special Needs In The General Education C The Foundation for Educating students with special needs. student with a disability;special education; related services; least restrictive environment (LRE); http://web.odu.edu/webroot/orgs/Educ/Misc/MCTP.nsf/pages/esse506mctp_ntgch01

ESSE 506 MCTP Educating Students with Special Needs in the General Education Classroom Return to ESSE 506 MCTP Course Planner ESSE 506 MCTP Educating Students with Special Needs in the General Education Classroom C. J. Butler cjbutler@ttac.odu.edu 11:15-2:15, Saturday (7/6-8/17/2002) Office hours are available by appointment. Required Materials Including students with special needs: A practical guide for classroom teachers (3rd ed.) . Boston: Allyn and Bacon. Course Requirements 1 Midterm. 30 points. 1 Final Exam. 30 points. 2 - Article Reviews. 5 points each; 10 points total. 5 - Web Activities 5 points; 25 points total. Attendance and participation 5 points Important Dates Check planner for due dates on all assignments Words of Wisdom Every child can learn. Good teachers teach children. The Foundation for Educating Students with Special Needs Basic Terms student with a disability special education related services least restrictive environment (LRE) mainstreaming inclusion Student with a disability Person first language More than 5.5 million students in the United States have disabilities that make them eligible for special education services

93. Exceptionalities And Special Education Thematic Planning Units Homepage Primary and intermediate units designedto include students with special education needs. http://www.cloudnet.com/~edrbsass/edexc.htm

Gifted Education and Special Education Lesson Plans and Resources This page contains links to lesson plans and resources for special education as well as lesson plans for students who are gifted and talented. It also contains lesson plans about individuals with disabilities ( Helen Keller or FDR, for instance). Click on one of the topics in the site index to find what you need. If you are looking for lesson plans and resources for creativity, critical thinking, or problem solving, click here. All links on this page were checked and updated 12-19-02. Didn't find it here? Find it fast with LookQuick, the world's fastest search engine! With LookQuick.com You Earn money, JOIN NOW! Frustrated? Find a solution . . . . . Click here to get FREE Custom Printed Business Cards! This is the best freebie offer ever! W ant to save money and get FREE stuff? Join MyCoupons and receive $30 in gift certificates! Click here to get 4 FREE Gifts from Scholastic when you hop on the Magic School Bus!

94. CATALYST, December 2002: Special Education all regular classes with special education students would be co positions to coverevery class that needs a coteacher, bringing its special education staff http://www.catalyst-chicago.org/12-02/1202mather.htm

December Featured stories from this issue: Cover Story: Elite high schools mostly off-limits to special ed students The haves and the have nots Schools struggle with federal law Model inclusion at Mather High ... Eye on Education Special Education Model inclusion at Mather High by Elizabeth Duffrin Mather, a North Side school with an enrollment of 2,000, began redirecting students with disabilities into regular classrooms in 1997, a year before the Corey H. settlement compelled all high schools to do the same. Locally, Mather also pioneered pairing core subject teachers with their special education colleagues to co-teach mixed classrooms. Overcrowding, school culture and leadership put Mather higher up the learning curve for special education reform than most general high schools. A longstanding program for physically handicapped students also smoothed the way for later reforms, he believes. In the late 80s, the district asked Mather, an accessible one-story school, to accept physically challenged students from other neighborhoods. A soft sell With co-teaching, students benefit from having both a teacher with content expertise and one with a repertoire of strategies for reaching hard-to-teach students. Further, all struggling students get extra attention, not only those in special education.

95. ED358677 1993-07-00 Including Students With Disabilities In General Education Cl children who are not disabled, and that special. increasing attention is meeting theneeds of students of how to successfully include students with disabilities http://www.ericfacility.net/databases/ERIC_Digests/ed358677.html

ERIC Identifier: Publication Date: Author: Source: ERIC Clearinghouse on Disabilities and Gifted Education Reston VA. Including Students with Disabilities in General Education Classrooms. ERIC Digest #E521. THIS DIGEST WAS CREATED BY ERIC, THE EDUCATIONAL RESOURCES INFORMATION CENTER. FOR MORE INFORMATION ABOUT ERIC, CONTACT ACCESS ERIC 1-800-LET-ERIC The Individuals with Disabilities Education Act (IDEA) requires that a continuum of placement options be available to meet the needs of students with disabilities. The law also requires that: "to the maximum extent appropriate, children with disabilities ... are educated with children who are not disabled, and that special classes, separate schooling, or other removal of children with disabilities from the regular environment occurs only when the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be attained satisfactorily." IDEA Sec. 612 (5) (B).

96. Notice Of Vacancy The inclusion Instructional Aide will provide assistance with instruction for specialneeds students participating in integrated classroom setting, supervise http://www.cps.ci.cambridge.ma.us/admin/Personnel/aide4080.htm

97. Inclusion, A Catalogue Of On-line Resources To Support Individual Learning Needs Welcome to inclusion a free catalogue of resources for teaching professionals, learners, parents and carers. http://inclusion.ngfl.gov.uk/

Welcome to Inclusion - a free catalogue of resources for teaching professionals, learners, parents and carers. Resources include publications, software, hardware, guidance and links to other organisations to aid independent living and learning. Use this site to: search for resources using the guided search or the quick search view the most recently added resources view case studies and comments on using resources access subject-based discussion groups If you have created or developed suitable resources you can add a resource on line. resources added since 4 April 2003

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