The Regular Education Initiative: Educational Reorganization for Rural School Districts

1992 ◽  
Vol 2 (2) ◽  
pp. 232-245 ◽  
Author(s):  
Colleen A. Cappers ◽  
John Larkin
Keyword(s):  
Rural Communities ◽  
General Education ◽  
Students With Disabilities ◽  
Education Program ◽  
School Administrators ◽  
Rural School ◽  
Full Inclusion ◽  
Regular Education Initiative ◽  
Educational Processes ◽  
Symbolic Processes

The purpose of this analysis is to explore how rural school administrators can implement educational processes to enable the full inclusion of students with disabilities into the general education program. First, we review related literature including the historical basis of inclusion, the limitations of traditional special education practices, arguments of those opposed to full inclusion, and the unique characteristics of rural communities. We ground our analysis in a theoretical framework comprised of a categorical description of organizational theories and behavior. We apply this framework to consider how rural community characteristics can enable or constrain the structural, human resource, political, and symbolic processes of restructuring schools to the benefit of all students. As the field of education moves into the twenty-first century, yet another challenge faces American educators. An issue, which both challenges and requires educational restructuring, is the full inclusion of students with disabilities in the general education program.

scholarly journals Teachers’ Perceptions of Inclusion in a Pilot Inclusive Education Program: Implications for Instructional Leadership

2018 ◽  
Vol 2018 ◽  
pp. 1-13 ◽  
Author(s):  
Zachary Y. Mngo ◽  
Agnes Y. Mngo
Keyword(s):  
Special Education ◽  
Instructional Leadership ◽  
General Education ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Education Program ◽  
Future Research ◽  
Teachers Perceptions ◽  
Highly Educated ◽  
Integrated Classrooms

The opinions of general education secondary school teachers in seven select schools involved in a pilot inclusive education program in the Northwest Region of Cameroon were sought. The findings reveal that most teachers in Cameroon still prefer separate special education institutions to inclusive ones. These conclusions contradict earlier research which showed that resistance to integrated classrooms was emanating from beliefs and customs. Teachers with some training on teaching students with disabilities and more experienced and highly educated teachers were more supportive of inclusive education indicating that resistance to the practice is linked to inadequate or complete lack of teachers’ preparedness. Younger, less experienced teachers with no training in special education indicated less enthusiasm regarding the benefits of inclusion, their ability to manage integrated classrooms, and teach students with disabilities. The implication of these findings for future research, institutional support systems, institutional policies, and overall instructional leadership is discussed in this article.

Teacher and Administrator Perceptions of Heterogeneous Education

1996 ◽  
Vol 63 (1) ◽  
pp. 29-45 ◽  
Author(s):  
Richard A. Villa ◽  
Jacqueline S. Thousand ◽  
Herman Meyers ◽  
Ann Nevin
Keyword(s):  
General Education ◽  
Special Education Teachers ◽  
Administrative Support ◽  
Severe Disabilities ◽  
Administrator Perceptions ◽  
Collaborative Relationships ◽  
Full Inclusion ◽  
Regular Education Initiative ◽  
Teacher Survey ◽  
Positive Attitudes

Perceptions of 680 licensed general and special education teachers and administrators related to the full inclusion of all students, including students with moderate and severe disabilities, were assessed using the Heterogeneous Education Teacher Survey and the Regular Education Initiative Teacher Survey-Revised. Respondents were from 32 school sites judged as providing heterogeneous educational opportunities for all children. Results favored the education of children with disabilities in general education through collaborative relationships among all educators—contradicting previous results suggesting that educators prefer pullout programs. For both general and special educators, administrative support and collaboration were powerful predictors of positive attitudes toward full inclusion.

Using Community Conversations to Inform Transition Education in Rural Communities

2020 ◽  
pp. 002246692095033
Author(s):  
Erik W. Carter ◽  
Michele A. Schutz ◽  
Shimul A. Gajjar ◽  
Erin A. Maves ◽  
Jennifer L. Bumble ◽  
...  
Keyword(s):  
Rural Communities ◽  
School Districts ◽  
Students With Disabilities ◽  
Postsecondary Education ◽  
Local Community ◽  
Community Partnerships ◽  
Rural School ◽  
Rural School Districts ◽  
Youth With Disabilities ◽  
Transition Outcomes

Nearly one quarter of all youth with disabilities attend rural schools. Supporting the successful postschool transitions of these youth can be a complex and challenging endeavor. In this study, we used “community conversation” events as a methodology for identifying the practices and partnerships needed to improve transition outcomes for students with disabilities in rural school districts. We analyzed the diverse ideas ( n = 656) for preparing youth with disabilities for adulthood generated by a cross section of the local community in five participating rural school districts. Although practices related to employment and family engagement were prominent, fewer suggestions addressed postsecondary education and community living. Perceptions of existing school–community partnerships varied within and across districts. We offer recommendations for research and practice aimed at strengthening the capacity of rural communities to prepare their students with disabilities well for life after high school.

Clyde K. and Sheila K. v. Puyallup School District the Courts, Inclusion, and Students with Behavioral Disorders

1995 ◽  
Vol 20 (3) ◽  
pp. 179-189 ◽  
Author(s):  
Mitchell L. Yell
Keyword(s):  
School District ◽  
General Education ◽  
Students With Disabilities ◽  
Behavior Disorders ◽  
Behavior Management ◽  
Full Inclusion ◽  
Court Of Appeals ◽  
Emotional And Behavior Disorders ◽  
And Behavior ◽  
Students With Ebd

Currently, one of the most controversial topics in education is the movement toward full inclusion of students with disabilities. Recent federal circuit courts have issued rulings which seem to favor a full inclusion position. These cases, however, involved the inclusion of students with moderate mental disabilities who did not present significant behavior management problems to their teachers. The relevance for students with emotional and behavior disorders (EBD) has been, therefore, uncertain. In late 1994, the U.S. Court of Appeals for the Ninth Circuit issued a ruling in Clyde K. and Sheila K. v. Puyallup School District. This decision involved the inclusion of a student with emotional and behavior disorders in the general education classroom. The ruling, in favor of the school district, was a departure from a recent string of decisions for plaintiffs seeking full inclusion and indicated that a significant factor in making placement decisions for students with EBD is the effect of the student's behavior on classmates and the educational environment. This article will review the legal basis of inclusion, examine the case law, and offer principles extrapolating from these cases regarding students with EBD and inclusion.

Curricular Philosophies Reflected in Individualized Education Program Goals for Students With Complex Support Needs

2021 ◽  
Vol 59 (4) ◽  
pp. 283-294
Author(s):  
Jennifer A. Kurth ◽  
Elissa Lockman-Turner ◽  
Kathryn Burke ◽  
Andrea L. Ruppar
Keyword(s):  
General Education ◽  
Students With Disabilities ◽  
Education Program ◽  
Social Inclusion ◽  
Individualized Education Program ◽  
Severe Disabilities ◽  
Support Needs ◽  
Individualized Education ◽  
General Education Curriculum ◽  
K 12

Abstract Individualized education program (IEP) goals are meant to be personalized to address the unique needs of students with disabilities, while also reflecting the student's grade-aligned general education curriculum. IEP goals describe what, how, and where students with disabilities are taught, and reflect the curriculum used to provide instruction. In this study, we analyzed how IEP goals align with the different curricular philosophies for students with severe disabilities. Using a sample of 88 IEPs for students with complex support needs (i.e., severe disabilities) in Grades K-12, we found most goals (57%) reflect curricular philosophies of the 1970s–1990s (i.e., developmental, functional, and social inclusion) eras, with only 26% of IEP goals representative of modern curricular philosophies (i.e., grade-aligned academic content). We also found secondary-aged students were less likely to have grade-aligned academic goals compared to elementary-aged students. We offer implications for ensuring individualization and goals reflecting skills needed for the 21st century.

Setting a Framework of Inclusive Support for Students With Disabilities

2022 ◽  
pp. 327-339
Author(s):  
Johnny R. O'Connor Jr.
Keyword(s):  
General Education ◽  
Students With Disabilities ◽  
School Administrators ◽  
Education Curriculum ◽  
Federal Law ◽  
General Education Curriculum ◽  
Key Stakeholders ◽  
Inclusive Settings ◽  
General Education Classroom ◽  
Social Opportunities

The purpose of this chapter is to provide guidance to parents, teachers, and school administrators, as it relates to the various elements and considerations to implementing inclusion programming in schools. The author introduces the implementation of inclusion in terms of a multidimensional framework needed to support the inclusion of students with disabilities (SWD) in general education classroom settings. Inclusive settings allow access to the general education curriculum, ensuring compliance with federal law, and enhanced academic and social opportunities for students with disabilities. A discussion of key stakeholders in inclusion, as well as preparation, implementation, and sustainability of inclusion efforts are also reviewed.

scholarly journals Making the Shift to a Co-Teaching Model of Instruction: Considering Relational Trust as a Precursor to Collaboration

2018 ◽  
Vol 22 (1) ◽  
pp. 83-94
Author(s):  
Meg Vostal ◽  
Kristina N. LaVenia ◽  
Christy Galletta Horner
Keyword(s):  
School Improvement ◽  
General Education ◽  
Students With Disabilities ◽  
Special Education Teachers ◽  
Relational Trust ◽  
Instructional Change ◽  
Instructional Model ◽  
Teaching Model ◽  
Full Inclusion ◽  
State Test

Collaboration among teachers is necessary for school improvement efforts. In the case below, a high school shifts its instructional model to include students with disabilities in general education classes. The school needs to raise state test scores for students with disabilities and hopes this instructional change will help. To implement a full-inclusion model, general education and special education teachers will be assigned to teach classes together as co-teachers. Co-teaching, however, is a collaborative model that requires relational trust among colleagues. Leaders are encouraged to consider how developing trust for collaboration may be difficult during times of school improvement.

Is Integration of Students with Disabilities Happening?

1994 ◽  
Vol 15 (4) ◽  
pp. 204-215 ◽  
Author(s):  
Richard J. Sawyer ◽  
Margaret J. McLaughlin ◽  
Marianne Winglee
Keyword(s):  
Public Schools ◽  
General Education ◽  
Students With Disabilities ◽  
General Public ◽  
Least Restrictive Environment ◽  
Regular Education Initiative ◽  
Is Integration ◽  
Restrictive Environment ◽  
General Education Classrooms ◽  
Education Initiative

This Study Analyzed National Program Record Data to Determine the Extent to which Students with Various Disabilities have been Integrated into General Public Schools, Since 1977, and General Education Classrooms, Since 1985. The Least Restrictive Environment (LRE) Mandate, Historical Origins of LRE, Recent LRE Initiatives, Including the Regular Education Initiative, and Relevant Research are Discussed. The Utility and Reliability of the Data are also Examined. Results Indicate that, Overall, Increases in Placements within General Public Schools have Occurred for Most Students with Disabilities. Increased Placements in General Education Classrooms have also Occurred and have been Even More Pronounced. Integration Patterns, However, have Varied Substantially Across Disabilities; Possible Reasons for these Differences are Presented.

Full Inclusion and the Education of Children and Youth with Emotional and Behavioral Disorders

1994 ◽  
Vol 19 (4) ◽  
pp. 277-293 ◽  
Author(s):  
Timothy J. Lewis ◽  
David Chard ◽  
Terrance M. Scott
Keyword(s):  
General Education ◽  
Students With Disabilities ◽  
Behavioral Disorders ◽  
Emotional And Behavioral Disorders ◽  
Promising Practices ◽  
Professional Literature ◽  
Full Inclusion ◽  
General Education Setting ◽  
Wide Adaptation ◽  
Education Of Students

The recent professional literature has been replete with articles focusing on the school reform movement labeled full inclusion whereby advocates are pushing for the placement of all students with disabilities in general education settings. While the movement's roots can be traced to advocates of persons with severe handicaps, educators, administrators, and parents are generalizing the movement's goals to students with other disabilities including emotional and behavioral disorders. Related issues surrounding the full inclusion movement must be examined prior to wide adaptation for all students with disabilities. The purpose of this article is to explore three relevant issues in determining appropriate placements for students with emotional and behavioral disorders. First, this article examines some of the current objectives of the full inclusion movement in relation to the education of students with emotional and behavioral disorders. Second, issues surrounding the placement of students with disabilities are often resolved not in professional literature but in courtrooms; therefore, current court cases focusing on inclusion that impact how special education services are delivered are also summarized. Finally, provided a general education setting is the most appropriate placement, promising practices for educating students with emotional and behavioral disorders to maximize their success are discussed.

scholarly journals Inclusive Vision Versus Special Education Reality

2020 ◽  
Vol 10 (9) ◽  
pp. 258
Author(s):  
James M. Kauffman ◽  
Garry Hornby
Keyword(s):  
Special Education ◽  
General Education ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Educational Needs ◽  
Special Educational Needs ◽  
Persons With Disabilities ◽  
Full Inclusion ◽  
Practical Reality ◽  
General Education Classrooms

The reasons are examined for the disparity between the inclusive vision espoused by Article 24 of the United Nations Convention on the Rights of Persons with Disabilities and the reality of the limited extent of inclusion in education systems worldwide. First, the leadership of key senior academics in the field of special education is considered to have been misguided in promoting a vision of full inclusion despite the lack of research evidence for the benefits of inclusive education over traditional special education provision. Second, attitudes toward and the treatment of people with disabilities have a long and complex history, and in this, many proponents of inclusion have been critical of 20th century special education. In particular, they claim that the sorting, labelling and categorizing required by special education have negative implications. Third, educators have been encouraged to imagine a system of education that is limitless, in the sense that all children with disabilities can be included in general education. This is because it is envisaged that general education classrooms will become so flexible that there will be no limits to the accommodation of students with disabilities, regardless of the nature or severity of their special educational needs. Fourth is the issue that deciding a student’s placement for education requires a judgment call and that, since human judgment is fallible, errors of judgment will always be made. Fifth, commitments to inclusion require that educators consider the practical, reality-based implications, whereas this has not been the case for many supporters of full inclusion. In conclusion, inclusion in the sense of students being physically present in general education classrooms is not considered as important as inclusion in the reality of being engaged in a program of instruction that is meaningful and challenging. Therefore, we consider that, rather than becoming extinct, special education needs to continue to be developed, disseminated and rigorously implemented in schools. Key special education strategies and approaches must co-exist with those from inclusive education, in order to provide effective education for all young people with special educational needs and disabilities.

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