How a Second Grade Special Ed Inclusion Class Will Benefit the Trotter School in Dorchester - Research Proposal Example

Second grade Special Ed inclusion Introduction The inclusive practice is not entirely and guaranteed inclusively. However, it is a form of integration, which fosters the process of facilitating learning environment for all students, as the students share classes all in the same setting irrespective of their physical stability challenges (Smith 24). Inclusive approach in education is a technique thought as necessary in educating students of the origin with special educational needs. It is essential to ensure inclusive practice within the classroom setting, as well as, the wider school setting under the model, the students with special needs spend the learning time with the non-disabled students (Smith 29). The integration of the varied categories within the school setting varies some choosing partial inclusion while others are pursuing full inclusion practice. Either of the inclusion subsystems, it is notable the entire essence and role of inclusion in facilitating equal education opportunities for the people of the nation. Executive summary The concept of inclusion remains a somewhat vague as many do not understand what inclusion means and entails. The subject of mainstreaming also arises as the public strives to understand the issues with the current education and the need for the changes to incorporate inclusion. The historical development of the subject began with “progressive inclusion” to define the process of the evolution of services for the disabled people. Initially, as the United States emerged as a national, the educational services did not factor the people with disabilities. In the early 800s, the residential institutions and asylums began to facilitate and accommodate those with hearing, mental, emotional or visual impairments (Smith 32). The options facilitated for the primary source of education for the disabled until the 900s when the unit for special day schools for the disabled came into fashion. The 950s and 1960s marked the organized movement from the parents of children with disabilities in pressuring the courts and legislature for changes in the education services for their children (Smith 38). Following the act describing education for all handicapped children, the disabled children had the basis to mandate them to access appropriate education in the least restrictive environment possible. This least restrictive environment is what inclusion seeks to establish for the children with disabilities as they pursue their life endeavors. It is difficult to establish the status of educational placement for the students with disabilities. However, according to latest Annual Report on Implementation of the IDEA, it is notable that 35% of disabled students are attending school in regular classes (Smith 43). Further, of the remaining 65%, at least 36.3 percent receive special education services from resource room settings (Smith 43). Additionally, 23.5% are in exclusive classes tailored to facilitate education or students with a disability. How inclusion benefits some Boston Public Schools Notably, before the establishment of the guidelines for facilitating education in Boston school district, the process depicted cases of a tangle of competing interests. The district in its establishments entailed varied procedures and structures for funding the schools in its locality. Some schools received staffing depending on the student counts while others whose allocation based on autonomy received funding depending on the enrollment. Moreover, in tough budget years, the budget allocation was cut in equal proportions across the board to facilitate for the reductions in budget allocation for education. This caused the wide disparities of funding among the schools in the district as the years progressed. However, with the implementation of the system to incorporate inclusion, the process of the budgetary allocation factored these considerations to facilitate equal share of the funding for the schools. They based on merits rather than such incomprehensible measures as used before by the system. This facilitates management of the budgetary allocation, as well as, staffing for the schools, facilitating the progress of education accordingly in the district (Villa & Jacqueline 167). Further, it is notable that the students with special needs would require care from teachers that understand their needs. Thus, through the inclusion program, the Boston Schools also benefitted from the procedural staffing allocations. The adequate staffing for the learning institutions established to cater for the inclusion programs facilitates adequate learning facilitation for all students, improving the quality of their performance. Further, as a behavioral problem, the students with special needs have a selfish and introverted attitude since they have limited social and other skills. Therefore, in this concept, it takes additional efforts and experience to facilitate their process of engaging with other students and the classroom setting. Therefore, through these activities, Boston Schools benefit from adopting inclusion as the students with disabilities develop the social skills required to integrate them in the normal social setting (Villa & Jacqueline 112). Further, the full inclusion gives them a platform to compete in a natural setting with other students; hence, developing the intellectual and individual capacity to live a comprehensively self-reliable life. This is key in developing beings with entire independence. Thus, the program to incorporate inclusive learning classrooms is notably facilitating progress in Boston district schools. The children as they begin education in regular schools, gain positive effects that integrate them in society. The procedural funding of the program is also a key benefit to the learning institutions as they gain support both in staffing, learning resources and financial support. The benefits are significant considering the various issues that arise while managing the students with a disability. Helping kids with IEP’s succeed The children with delayed skills or added disabilities are eligible for the special services that facilitate individualized education programs in the public schools, freely. Therefore, understanding the means to accessing these services is key to their education progress. The Individuals with Disabilities Education Act (IDEA) makes the consideration for the children with special needs crucial in education management (Villa & Jacqueline 87). Therefore, parents can work with the educators to facilitate and establish a workable plan, which constitutes personalized education for the children. The 504 plans constituted the individualized programs applicable in managing the education for children with mental and physical impairments. The plan focuses on the child in accessing supportive learning setting structures. For instance, in developing the IEP for the students in the inclusive classes and helping them succeed, the following measures are essential to integrate in the classroom setting. First, facilitate preferential seating for the students, as they have disabilities. Further, facilitate extended time for tests and assignment, and reduce the homework and class work, allowing them complete the work (Villa & Jacqueline 63). Further, facilitate visual, verbal and technological learning aids, including modified textbooks and audio-video materials. Further, the system should facilitate behavioral management support to the student, allowing them develop accordingly (Villa & Jacqueline 58). Thus, with such considerations, the IEP students get the support program that fosters their learning process within the all-inclusive learning setting. How the school would benefit financially from an inclusion classroom In recent developments, since the establishment of an inclusive learning support in the Boston District schools, the 57,000-student district shifted to incorporate uniform mode of funding school. The funding bases on the numbers and types of students that each school services. Extra “weights” go to the students eligible for a free or reduced-price lunch and those enrolled in special needs education among other factors (Smith 95). Therefore, the principles of the schools got flexibility in deciding how to spend the funds they receive. Therefore, adopting the inclusive learning programs will benefit the schools accordingly as they will receive increased budget allocation as well as, additional support for the students. Further, unlike the initial funding system, the “weighted” budgeting allocation system that comes with adopting inclusion facilitates management through tight budget years (Smith 102). The method establishes channels for managing the cuts on the budget around the individual needs of the school, rather than that, which comes by decree from the central office. The system facilitates a single mode of funding and allocating resources across the district regardless of the school type; hence, facilitating financial equality for performance. Conclusion Having to work all issues that relate to special needs requirements is key to establishing a successful model for supporting inclusion programs in the school setting. The challenges of implementation of such program also are key factors for consideration. Further, considering the limitations in the system settings is key to successfully adopting the inclusion programs for the special education inclusion system. Nonetheless, the inclusion will benefit the school as well as, the children accordingly. Works cited Smith, J D. Inclusion: Schools for All Students. Belmont, Calif: Wadsworth, 2010. Print. Villa, Richard A, and Jacqueline S. Thousand. Creating an Inclusive School. Alexandria, Va: Association for Supervision and Curriculum Development, 2005. Print. Read More