Special Education Comprehensive Essay Exam Example | Topics and Well Written Essays - 3750 words

Special cultivation Comprehensive Exam - Essay ExampleWithin the context of the stated, one of the primary challenges to inclusion is mental rejection and the attitude of general education teachers. The said challenges are amply evidenced in the case study, whereby dickens of Johns teachers are, to some degree, do not understand why John should be included in their classes, of what thinkable benefit his inclusion could be and how to assess his learning or progress. Needless to say, Johns cognitive, if not motor, impairment has the capability to contribute to the said scepticism. At the same time, Johns volitionness to participate and the obvious enthusiasm he expressed during accounting classes underscore the degree to which inclusion in GE classes has the authorization to constructively contribute to Johns academic development. This potential can only be realized, however, if inclusive values are promoted and Johns teachers organize and deliver instructions.As indicated in t he case study, two of Johns teachers are somewhat opposed to inclusion, these cosmos Mr. Johnson and Mr. Hardy two are ambivalent, these being Mrs. Smith and Ms. Fuquay, in that while they are not opposed to Johns inclusion, do not appear willing to really go out of their way to accommodate him. In fact, apart from Mr. Eagerhart who is working with a special educator and teaching to a primarily special needs group, only Ms. Chang is enthusiastic. The implication here is that across Johns classes, there are varying attitudes towards his inclusion, thereby underscoring the imperatives of promoting inclusive values. The promotion of inclusive values, as will be illustrated through reference to the relevant literature, is predicated on the schools embracing inclusivity. A positive and supportive school ism towards inclusion and students with disabilities is crucial for a prospering inclusion program (Baird, 1990 Emerson & Maddox, 1997 Salisbury et al., 1993 Simpson, Myles & Simpson , 1997 Stainback et al., 1992 Webber, 1997). Thus, a positive classroom climate should be established. A positive classroom climate is one that is accepting of individual differences and promotes the supposition that all students, including students with disabilities, should have the same access to knowledge, growth, achievement, success and belonging (Webber). When teachers and faculty communicate about a student with a disability, he or she should be referred to by name, grade level or survey area without mention of a disability label (Montie et al., 1992).According to Simpson et al. (1997), inclusion programs can be successful only to the extent that they foster an educational environment in which students with disabilities are socially integrated and fuck acceptance. However, they