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

Special Education Comprehensive Exam - Essay ExampleWithin the context of the stated, one(a) of the primary challenges to comprehension is scepticism and the attitude of habitual education teachers. The utter challenges are amply evidenced in the case study, whereby 2 of Johns teachers are, to some degree, do not understand why John should be included in their classes, of what possible benefit his inclusion could be and how to assess his learning or progress. Needless to say, Johns cognitive, if not motor, impairment has the potential to contribute to the said scepticism. At the same time, Johns willingness to participate and the obvious enthusiasm he expressed during history classes underscore the degree to which inclusion in GE classes has the potential to constructively contribute to Johns academic development. This potential can only be realized, however, if comprehensive values are promoted and Johns teachers organize and deliver instructions.As indicated in the case study , two of Johns teachers are somewhat opposed to inclusion, these being 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 doctrine 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 philosophy towards inclusion and students with disabilities is important for a successful inclusion program (Baird, 1990 Emerson & Maddox, 1997 Salisbury et al., 1993 Simpson, Myles & Simpson, 1997 S tainback 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 idea 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 subject 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 experience acceptance. However, they