Inclusion Paper
In today’s society individuals are expected to graduate college, enter into a profession and use their skills to take advantage of opportunities in the workplace. The development of skills can be gained through the instruction of another individual. Before becoming a member of the workforce, individuals must receive educational opportunities in the classroom. One group of students who require systematic instruction are those with disabilities. These individuals must also have an opportunity to graduate college and become productive members of the workforce. This can be achieved through an inclusive model, which can meet their needs through the act of specialized instruction. The article provided by the FSU Developmental Disabilities Council
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In a general education setting, students can struggle if they are not instructed in a way that supports their learning style. For example, one student may grasp concepts with the use of manipulatives, while another individual may require a variety of strategies to arrive at a solution. Inclusion is built on the idea of differentiating instruction, so that all students can succeed in the classroom. Individuals without disabilities can benefit from coteaching practices through the idea of multiple perspectives. Through coteaching both educators can communicate and provide feedback, which can enhance the instruction of students in the classroom. As stated in the article What is Inclusion “In a review of research on inclusion for both elementary and secondary schools, student’s academic performance was found equal or better in inclusive settings for general education students, even those considered to be high achievers” (Salend & Dulaney, 1999, pp 114). As opposed to the traditional teaching, inclusion is built upon differentiating instruction. This strategy can help meet the needs of students who range from low achieving to gifted and talented. For example, a student who has mastered skills can assist their peers who are struggling with concepts. As higher level students
In a general education setting, students can struggle if they are not instructed in a way that supports their learning style. For example, one student may grasp concepts with the use of manipulatives, while another individual may require a variety of strategies to arrive at a solution. Inclusion is built on the idea of differentiating instruction, so that all students can succeed in the classroom. Individuals without disabilities can benefit from coteaching practices through the idea of multiple perspectives. Through coteaching both educators can communicate and provide feedback, which can enhance the instruction of students in the classroom. As stated in the article What is Inclusion “In a review of research on inclusion for both elementary and secondary schools, student’s academic performance was found equal or better in inclusive settings for general education students, even those considered to be high achievers” (Salend & Dulaney, 1999, pp 114). As opposed to the traditional teaching, inclusion is built upon differentiating instruction. This strategy can help meet the needs of students who range from low achieving to gifted and talented. For example, a student who has mastered skills can assist their peers who are struggling with concepts. As higher level students