Inclusion Essays - Special Education, Educational Psychology

Inclusion Within the past decades and a half considerable discussion has occurred regarding the most appropriate setting within which to provide education for students in special education. Although the change in the educational environment is significant for handicapped student the concepts of inclusion also bring up new issues for the regular education classroom teachers. The movement toward full inclusion of special education students in general education setting has brought special education to a crossroad and stirred considerable debate on its future direction. Proponents of full inclusion argue that the needs of students in general education. The problems dealing with children who have special needs have been the subject of much educational research and findings have helped educators provide programs and services for many children who otherwise would not have been helped. Full inclusion is "an approach on which students who are disabled or at risk receive all instruction in a regular classroom setting" (Hardman, Drew, Egan, Inclusion is more effective when students with special need are placed in a general education classroom after adequate planning. Inclusion does not mean unilateral changes in student's placements without appropriate preparation. In 1990's, inclusion appears to be emerging terminology of advise to describe educating students in special education. P. L. 94-142 (1975) in effect, reinforced a separate special educational system to meet the educational needs of children identified as having a disability. A cornerstone of the federal law (reauthorized in 1990 as the federal law (reauthorized in 1990 as the Individual with Disabilities Education Act, IDEA) is that students with disabilities should receive an appropriate education in the least restrictive environment (LRE0 until recently, courts favored conclusions that the most appropriate education for students with extensive disabilities would most likely occur in segregate setting that had more resources and special help. But as we approach the 21st century, advocates are still concerned about discrimination and the courts have been rethinking the need for physica l inclusion to enhance the opportunities for learning from students who do not have disabilities. Inclusion is not a program that a school system should consider as a way to save money. To do it right will cost more money. However, the pay off for all students is likely to be worth the extra cost. We have found that in most cases' students with special needs who are included are achieving at far higher levels than they did in segregated classrooms. We have also found them blossoming socially, and many have developed real friendship with children in their neighborhoods. In additions, all students with special needs who are included are achieving at for higher levels than they did in segregated classrooms. We have also found them blossoming socially, and many have developed real friendship with children in their neighborhoods. In addition, all students have benefitted from having such extra supports as curricular adaptations, study aids, and more individualized assistance. All students are learning that everyone brings strengths and needs to every situation. They are learning about conflict resolutions and the importance of being responsible. Things that were stumbling blocks at first have become benefits. For example, greater collaboration among teachers and other staff members has allowed them to share skills and resources and has led to the improvement of all instruction. We no longer have regular education supplies and special education supplies. We simply have educational supplies, and money has been reallocated to reflect that. Morever, we no longer have the needs for a large fleet of special education buses to bus students out of their home attendance areas for a particular special education class. Our school system did not increase funding during two years of inclusion; we operated on a frozen budget. Though costs have now increased as more schools in our division have begun to adopt inclusion, our per-pupil expenditures for students with special need are still less than those of most neighboring school system, especially those that bus students to other schools and those that pay tuition for students with special needs to attend school in other school districts. We also found ways to reallocate resource despite the fact that Virginia allocates special education funds categorically and not according to inclusion models. We have found that, through writing waivers, we can please teachers

What We Take for Granted essays

What We Take for Granted essays People always say its the little things that we take for granted. Whether it be being able to talk with someone, or hold someone, or even just being able to tell what time of day it is. In Dalton Trumbos novel, Johnny Got His Gun, one really begins to understands what it would be like to have very simple things taken away from them. Joe Bonhame, finds himself tragically injured from the war. Over time he slowly begins to realize all of the things that he has lost. The first thing that he loses is his hearing. He was awake even though he couldnt hear a thing except a telephone that wasnt ringing. He was mighty scared(p9). At first Joe doesnt realize that he has lost his hearing and he is under the impression that there is actually a phone ringing somewhere, but, its really only in his mind. But once he realizes that he actually cant hear anything at all, he goes into a state of shock almost. The shock caused his heart to smash against his ribs. He grew prickly all over. His heart was pounding away in his chest but he couldnt hear the pulsing in his ear(p10). He then begins to think about all the things that he will never again get to experience. At first he thinks about all the bad things that he wont have to ever have to deal with hearing again. He never wanted to hear the biting little castanent sound of a machine gun or the high whistle of a .75 coming down fast or the slow thunder as it hit or the whine of an airplane overhead...(p10-11). But as he stops and really starts to think about what this all means, he then realizes all the little things that he has taken for granted; the things that he wants to hear again. His mother was singing the kitchen. He could hear her singing there and the sound of her voice was the sound of home(p15). Sadly though, Joe ...

Sampling Research Paper Example | Topics and Well Written Essays - 3250 words

Sampling - Research Paper Example 8 - 4 Fine Gravel 4 - 2 0.00 Very Coarse Sand 2 - 1 0.42 Coarse Sand 1.0 - 0.5 12.13 Medium Sand 0.5 - 0.25 63.30 Fine Sand 0.25 - 0.125 21.73 Very Fine Sand 0.125 - 0.063 2.43 Slit/Clay Sample 3 has GI value of 1.8 and the figure for total pores space is 36.8 % approximately. Low GI = Good Drainage Distribution of Particle size and their category Category Diameter (mm) % retained Stones >8 Coarse Gravel 8 - 4 Fine Gravel 4 - 2 0.00 Very Coarse Sand 2 - 1 0.30 Coarse Sand 1.0 - 0.5 6.22 Medium Sand 0.5 - 0.25 84.22 Fine Sand 0.25 - 0.125 9.20 Very Fine Sand 0.125 - 0.063 0.06 Slit/Clay Sample 4 has GI value is 2.67 and the figure for total pores space is approximately 36.5. %. Low GI = Good Drainage Distribution of Particle size and their category Category Diameter (mm) % retained Stones >8 Coarse Gravel 8 - 4 Fine Gravel 4 - 2 0.00 Very Coarse Sand 2 - 1 0.42 Coarse Sand 1.0 - 0.5 1.18 Medium Sand 0.5 - 0.25 45.23 Fine Sand 0.25 - 0.125 51.36 Very Fine Sand 0.125 - 0.063 1.80 Slit/Clay Table 6: SIEVE APERTURE (mm) Sample 1 Sample 2 Sample 3 Sample 4 Example D90 1.10 0.55 0.45 0.4 1.1 D10 0.30 0.19 0.25 0.15 0.35 D50 0.60 0.35 0.3 0.25 0.59 D20 0.40 0.24 0.25 0.18 0.40 3.67 2.89 1.8 2.67 3.12 Porosity % 36 36.4 36.8 36.5 35.5 Conclusion 1. Percent Retained Sample 1 has a maximum percentage retention value of 58.04 under 0.5mm sieve aperture. Sample 2 has a maximum percentage retention value of 63.30 under 0.25mm sieve aperture. Sample 3 has a maximum percentage retention value of 84.22 under 0.25mm sieve aperture. Lastly, Sample 4 has a maximum percentage retention value of 51.36 under 0.125mm sieve aperture. The distribution of the sieve... Sample 1 has the lowest value of percentage passage under 0.25 to1mm sieve aperture. However, from out of the four samples when in 0.125mm, sample 3 got the lowest value of 0.06. It is also notable that under 0.25mm sieve aperture, sample 4 has still high value of percentage passing with a value of 53.17. Sample 1 contains 58.04 % of coarse sand, 13.47% of Very coarse sand, and 24.41% of Medium Sand. Sample 2 contains 63.30 % of Medium Sand, 12.13% of Coarse Sand and 21.73% of Fine Sand. Sample 3 in almost all of the samples were Medium Sand with percent retained value of 84.22%. Lastly, Sample 4 is a combination of Medium Sand, 45.23%, and Fine Sand, 51.36%. Based from the D10 values, Sample 1 has 0.30, sample 2 has 0.19, sample 3 has 0.25, and lastly, sample 4 has 0.15. All of the samples are in fine sand except for sample 1 which is classified as medium sand. This means that sample 1 has the higher hydraulic conductivity which means that there is more open area for the flow of water. It has been found out that the values of the Porosity % of the four samples were too close to each other as evidenced by the value of 36, 36.4, 36.8, and 36.5. It is notable that sample one has the lowest value of porosity which means that it has very small space for the water to pass through.