Grand Canyon University Disability Comparison Template WorksheetGrand Canyon University Disability C

Grand Canyon University Disability Comparison Template Worksheet

Grand Canyon University Disability Comparison Template Worksheet

Special education teachers are part of the assessment team that determines eligibility for special education services.

There are 14 major eligibility categories defined by the Individuals with Disabilities Education Act (IDEA). For each of these disability categories, educators must have general knowledge of the guidelines for eligibility, characteristics, causes, effects on learning, and how often the disabilities occur within a defined population in order to contribute to team collaboration and consult articulately with staff and parents/guardians.

Additionally, there are specific conditions, such as dyslexia, that are included within each of the broad categories, and special education teachers must be well informed about the potential effects on learning for each specific disorder Grand Canyon University Disability Comparison Template Worksheet.

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Use the information in the textbook and study materials to complete the “Disability Comparison Template” to summarize information for the categories of disability under IDEA as well as for common, specific learning disabilities v. The first category, Autism, is completed for you.

APA format is not required, but solid academic writing is expected.

Categories of Disability Under Part B of IDEA | Center for Parent Information and Resources (parentcenterhub.org)

Identification of Specific Learning Disabilities | LD Topics | LD OnLine

Inclusive Education: Bridging the Gap for Students with Disabilities

Inequality and its consequences in individual lives have been a matter of sociological and economic research for a long time. With rising cases of inequalities, research across multiple disciplines stresses the significance of education in shaping social and health outcomes while reducing socioeconomic disparities. Education has long been regarded as an equalizer where positive returns following education are recognized at individual and societal levels (Bernardi & Plavgo, 2019). 

Regarding special education, there have been debates on the most effective education settings for students with disabilities. The dichotomy between inclusive education and segregated classrooms has stirred considerable discussion and research. For this position paper, I propose to focus on the complexities of inclusive education, presenting a nuanced perspective that advocates for the benefits of inclusive education. I am passionate about advocating for equal educational opportunity and firmly believe that inclusive education is the foundation for fostering an inclusive society.

Background Information

Every child has the right to quality education and learning. Globally, approximately 240 million children have disabilities (UNICEF, 2020). Children with disabilities have ambitions and dreams for their future, just like all other children. Children with disabilities should access quality education that will enable them to develop skills and realize their full potential (UNICEF, 2020). Nonetheless, children with disabilities are frequently disregarded in legislation, limiting their access to education and capacity to engage in social, economic, and political life. Children with disabilities are more likely to be absent from school across the world because of impediments to education caused by prejudice, stigma, and the habitual failure of decision-makers to include disability in school services.

An inclusive education is the most successful strategy for ensuring that all children have an equal opportunity to attend school, learn, and acquire the skills they need to flourish (UNICEF, 2020). Inclusive education entails all students attending the same classrooms and schools. An inclusive education system allows students from all backgrounds to study and grow alongside one another, benefiting all. Inclusive education is rooted in the belief that all students should have the right to access the same educational opportunities regardless of their abilities (UNICEF, 2020). There has been a traditional model of segregated classrooms that allows placing students with disabilities in separate classrooms or schools, leading to isolation from their peers without disabilities.  

Research-Based Supporting Evidence

Significant research has been done to evaluate the positive outcomes linked to inclusive education. Individuals with disabilities have a fundamental right to education. The inclusion of disabled children in school has been linked to several advantages, including increased social involvement and improved future career chances (Hunt et al., 2021). Financial and non-financial positive outcomes have been linked to educational inclusion for disabled individuals. Including individuals with disabilities in lifelong learning, that is, education beyond the school years encompassing non-formal education and life skills education, is essential for individuals to support the optimization of development (Hunt et al., 2021).

Due to the benefits of inclusive education for individuals with disabilities, there is a need to address barriers to inclusion regarding experience in school, school attendance, and educational outcomes. The barriers operate at the level of the system (lack of policy), family/child (poor health), and school (lack of infrastructure or skilled teachers) (Hunt et al., 2021).

There are proponents that inclusive education offers more educational opportunities for children with disabilities and decreases discrimination and stigmatization with peers and within the community. Children with disabilities who have access to an inclusive learning environment have higher rates of high school completion and college enrollment. According to Fernández-Batanero et al. (2022), inclusive education provides the opportunity for empowering individuals with disabilities, and it is an opportunity to remove barriers to learning and participation for all learners. The research acknowledged that educational exclusion and discrimination practices continue to exist in all education systems, posing inherent hurdles to advancement in inclusive education.

Achieving an inclusive education system is complex as the transformation involves multiple settings and stakeholders, including parents, teachers, students, government, and community members. Parents are critical in supporting and promoting inclusion, as they have advocated for including children with disabilities in mainstream education (Tryfon et al., 2019). However, inclusive education has been linked to significant benefits, so it is critical to acknowledge the counterarguments. Some researchers have argued against inclusive education by claiming that it may pose challenges in meeting the diverse needs of students with disabilities (Leijen et al., 2021). The proponents of segregated learning claim that it permits specialized instruction tailored to the unique needs of students with disabilities.

Current discourse contends that children with special needs have the right to the best education possible, which can be best given by highly educated workers in specialized schooling and sometimes segregated surroundings. The success of inclusive education is called into question when the teacher does not give adequate assistance and direction on how to engage with kids with special needs and the rest of the students simultaneously (Leijen et al., 2021). If the case teacher fails to address the requirements of students with special needs, it may result in increased behavioral difficulties, dropout rates, and developmental delays.

Examination of Strengths and Weaknesses

Though the inclusive education approach has been linked to significant strengths, there are weaknesses that it possesses that cannot go unrecognized. The strengths linked to inclusive education include fostering social integration and promoting a sense of belonging (Triviño-Amigo et al., 2022). Children with disabilities can interact with others while participating in public life and establish friendly relations with other children following the approach. The strengths and abilities of children with disabilities can be focused on following the approach. Inclusive education allows children without a disability to form a tolerant attitude and a natural perception of children with different characteristics. Teachers can also benefit by mastering various pedagogical techniques for effective work considering individual needs.

The weakness of inclusive education is that the learning settings may lack the necessary resources and support system to cater to the diverse needs of students with disabilities. There are also concerns about the potential negative impact on the academic performance of non-disabled students in inclusive settings (Szumski et al., 2022). The weaknesses call for more initiatives that can be implemented in learning centers to promote inclusive learning.

Connection to Instructional Practices

Regarding instructional practices, implementing inclusive education calls for a shift in teaching strategies. To engage all learners and serve all children fairly, curricular obstacles must be removed, and educational goals must be presented in exciting ways. The essential elements that should be considered while designing an inclusive classroom and curriculum. Foremost, use universal design principles to create accessible classrooms. The principles were created from the desire to offer every student an equal opportunity for learning based on the idea that every individual has a unique learning style (Lathan, 2018). 

In addition, use a variety of instructional formats. The teachers should provide multiple means of representation. Though some students are visual learners, others may grasp information better when presented via text, spoken orally, or taught via kinesthetic learning (Lathan, 2018). Combining the approaches can work best for some students. The diversity in teaching method not only support the needs of children with disabilities but also provide diversity of instruction to the entire classroom, offering each student an opportunity to learn in the way they do best.

Moreover, be aware of the student Individualized Education Program (IEP) or 504 plans (Lathan, 2018). The approach allows the creation of an equitable learning environment for everyone. Finally, create a behavioral management plan. The approach helps the teacher be prepared for the inevitable moments when students exhibit disruptive behaviors, understanding that some behaviors have fewer consequences than others (Lathan, 2018). Sharing the behavior plan with children and parents ensures that everyone knows the expectations and consequences of not meeting the expectations. All the identified initiatives can be achieved through professional development programs and ongoing support to empower teachers with the skills and knowledge necessary for successful inclusive learning.

Conclusion

The debates between inclusive and segregated education for students with disabilities are multifaceted. However, inclusive education aligns with equality and social inclusion; it is critical to recognize its challenges and address them proactively. A balanced approach that combines the strengths of both models can pave the way for a more inclusive and equitable education system. Achieving this requires implementing a comprehensive plan, including teacher training, resource allocation, and continuous research to refine and improve inclusive practices regularly. It is time to bridge the gap and create a learning environment that celebrates diversity and empowers all students to reach their full potential.

References

Bernardi, F., & Plavgo, I. (2019). Education as an equalizer for human development? https://cadmus.eui.eu/bitstream/handle/1814/68580/hdr_19_bp_education_as_equalizer.pdf?sequence=2&isAllowed=y

Fernández-Batanero, J. M., Montenegro-Rueda, M., & Fernández-Cerero, J. (2022). Access and Participation of Students with Disabilities: The Challenge for Higher Education. International Journal of Environmental Research and Public Health, 19(19), 11918. https://doi.org/10.3390/ijerph191911918

Hunt, X., Saran, A., White, H., & Kuper, H. (2021). PROTOCOL: Effectiveness of interventions for improving educational outcomes for people with disabilities in low? and middle?income countries: A systematic review. Campbell Systematic Reviews, 17(4). https://doi.org/10.1002/cl2.1197

Lathan, J. (2018). 4 Proven Inclusive Education Strategies for Educators + 6 Resources. University of San Diego. https://onlinedegrees.sandiego.edu/inclusive-education-strategies/

Leijen, Ä., Arcidiacono, F., & Baucal, A. (2021). The Dilemma of Inclusive Education: Inclusion for Some or Inclusion for All. Frontiers in Psychology, 12(1). https://doi.org/10.3389/fpsyg.2021.633066

Szumski, G., Smogorzewska, J., & Grygiel, P. (2022). Academic achievement of students without special educational needs and disabilities in inclusive education–Does the type of inclusion matter? PLOS ONE, 17(7), e0270124. https://doi.org/10.1371/journal.pone.0270124

Triviño-Amigo, N., Mendoza-Muñoz, D. M., Mayordomo-Pinilla, N., Barrios-Fernández, S., Contreras-Barraza, N., Gil-Marín, M., Castillo, D., Galán-Arroyo, C., & Rojo-Ramos, J. (2022). Inclusive Education in Primary and Secondary School: Perception of Teacher Training. ProQuest, 15451. https://doi.org/10.3390/ijerph192315451

Tryfon, M., Anastasia, A., & Eleni, R. (2019). Parental perspectives on inclusive education for children with intellectual disabilities in Greece. International Journal of Developmental Disabilities, 67(6), 1–9. https://doi.org/10.1080/20473869.2019.1675429

UNICEF. (2020). Inclusive education. Www.unicef.org. https://www.unicef.org/education/inclusive-education#:~:text=Inclusive%20education%20means%20all%20children

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