Mainstreaming

This paper examines the critical components of successful inclusion for students with severe disabilities. This review sets out to provide an overview of literature regarding effective practices for inclusion with a focus on critical components of successful inclusion that assist in preparing the stakeholders worldwide to work and engage effectively with students with disabilities in inclusive schools. The methodology used to conduct this review was to systematically search internet resources, abstracts and databases. The descriptors used include: students with severe disabilities/significant disabilities/ intellectual disabilities, inclusion, modification, adaptations, assistive technology, collaboration, instructional strategies, typically developing peers, and family support. This was followed by the application of two sets of criteria: (1) the article consists of subjects with inclusion/inclusive/general education setting/public schools and (2) the article examines critical comp...

Mainstreaming is a practice where children with special needs are placed in classrooms with other students who have no disabilities. Many schools use Mainstreaming as a way of making the school Inclusive in nature. This concept is based on the fact that a student with disabilities may benefit from being in a general education classroom, both academically and socially. Most countries, including India, have adopted the policy of mainstreaming schools

School reform issues addressing inclusive education were investigated in this nationwide (United States) study. A total of 714 randomly selected middle school principals and teachers responded to concerns about inclusion, "degree of change needed in" and "importance of" collaborative strategies of teaching, perceived barriers to inclusion, and supportive activities and concepts for inclusive education. There was disagreement among teachers and principals regarding some aspects of inclusive education and collaborative strategies. For example, principals and special education teachers were more positive about inclusive education than regular education teachers. Collaboration as an instructional strategy for "included" students was viewed as a high priority item. Responders who had taken two or more courses in school law rated the identified barriers to inclusive education higher than those with less formal training in the subject.

This article was downloaded by: [ ] On: 10 July 2011, At: 00:21 Publisher: Routledge Informa Ltd Registered in England and Wales Registered Number: 1072954 Registered office: Mortimer House, 37-41 Mortimer Street, London W1T 3JH, UK ... Publication details, including ...

This manual describes the buddy skills training program, which provides teachers with a set of tested strategies designed to facilitate interactions and support the development of friendships between preschoolers with and without disabilities. The training procedures are philosophically based on social exchange theory. To support the concept of positive reciprocity and a shared responsibility for the developing relationship, buddy skills are taught to both members of a buddy pair. Features of the program include: (1) peer sensitization, designed to promote positive attitudes as well as prosocial behavior; (2) a versatile, across-the-day application, providing increased opportunities for interactions to occur and relationships to develop; (3) developmentally appropriate strategies that place a low demand on children; and (4) minimal use of adult prompting. In addition, training procedures take place within the regular curriculum, and because of the across-the-day implementation, ther...

With the advent of the No Child Left Behind (NCLB) legislation, many changes are occurring in the field of special education. More than ever before, students with disabilities are being included in each state’s NCLB required assessment to determine adequate yearly progress. This has resulted in an influx of students with disabilities enrolled in intensive reading classes in the schools.

The role of the speech-language pathologist (SLP) has developed considerably over the last 10 years given the medical and technological advances in life-sustaining procedures. Over time, children born with congenital, surgical, or "medically fragile" conditions have become mainstreamed into regular school-based settings, thus extending the traditional role of the SLP and multidisciplinary team. Understanding the impact of these voice disorders on the child’s educational performance has been a struggle for many clinicians because the eligibility decisions for students in school-based settings must be made within the framework of federal legislation and regulations governing the provision of services for students with disabilities. This article discusses how to identify children with voice disorders under the Individuals With Disabilities Education Act (IDEA) definition, the role of the SLP in assigning priority in various voice management scenarios, and how models of therap...

This paper identifies and discusses major issues and trends in special education in Indonesia, including implications of trends for the future developments. Trends are discussed for the following areas: (1) inclusion and integration, issues will remain unresolved in the near future; (2) early childhood and postsecondary education with disability students, special education will be viewed as lifespan schooling; (3) transitions and life skills, these will receive greater emphasis; and (4) consultation and collaboration, more emphasis but problems remain. Moreover, the participant of the study in this paper was an autism student of twelve years old who lived at Maguwoharjo, Yogyakarta. This study was qualitative with case study as an approach of the research. The researchers conclude the autism that has good academic, communication and emotional skill are able to go to integrated school accompanied by guidance teacher. But in practice, inclusive education in Indonesia is inseparable fr...

Il volume, che si compone di tre parti – Visioni, Rappresentazioni e Incursioni –, analizza le dinamiche di normalizzazione/assimilazione, così come di esclusione/incorporazione, della disabilità e della diversità, proponendo un percorso che attraversa visioni, rappresentazioni e interpretazioni dei corpi diversi da uno standard definito e riconosciuto come normale. I corpi altri (deformi, disabili, mutanti, devianti, alieni, trasgressivi, cyborg) portano, infatti, su di sé – in alcuni casi inciso nella carne – lo stigma delle interpretazioni e delle rappresentazioni che la disabilità e la diversità hanno subìto, e tuttora subiscono, nelle diverse epoche della storia occidentale. La convinzione che attraversa il volume è che sia lo sguardo di chi osserva i corpi diversi a favorire forme di discriminazione e di esclusione nei confronti delle persone con disabilità o classificate dal sistema sociale come atipiche o non ordinarie.
Il volume è scaricabile gratuitamente dal sito dell'editore
http://romatrepress.uniroma3.it/libro/altri-corpi-visioni-e-rappresentazioni-della-e-incursioni-sulla-disabilita-e-diversita/

This book, which consists of three parts – Visions, Representations and Incursions –, analyzes the dynamics of normalization/assimilation, as well as exclusion/ incorporation, of disability and diversity, proposing a path that crosses visions, representations and interpretations of different bodies compared to a standard defined and recognized as normal. The different bodies (deformed, disabled, mutant, deviant, alien, transgressive, cyborg) carry on themselves – in some cases engraved in the flesh – the stigma of the interpretations and representations that disability and diversity have suffered, and still suffer, in the different periods of Western history. The conviction that runs through this book is that it is the gaze of those who observe the different bodies that favors forms of discrimination and exclusion against people with disabilities.
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ÖZ Her insanın beden, kişilik, ilgi, duygu, düşünce, yetenek gibi birçok yönden diğer insanlardan ayrıldığı farklılıklar vardır. Ancak bu farklılıkların birçoğu (boy, göz-saç rengi vb.) eğitim-öğretim açısından önemli değildir. Bununla beraber bazı bireysel farklılıklar var ki, görmezden gelindiği takdirde o kişinin bütün eğitim yaşamını etkileyecek sonuçlar doğurur. Bu araştırmada kaynaştırma sınıf öğretmenlerinin, kaynaştırma eğitim uygulamalarındaki yeterliliği belirlenmeye çalışılmıştır. Bu amaçla İstanbul'un Bağcılar, Fatih ve Gaziosmanpaşa ilçelerindeki ilköğretim okullarında görev yapan 452 kaynaştırma sınıf öğretmenine anket uygulanmıştır. Araştırma sonuçlarına göre, sınıflardaki kaynaştırma eğitiminde en az kullanılan uygulamalar açısından ilk beşi sırasıyla; " kaynaştırma öğrencilerinin ders sırasında konuyu daha iyi anlayabilmesi için hesap makinesi, bilgisayar vb. gibi teknolojik aletleri kullan-masına imkân sağlama " , " Kaynaştırma öğrencisinin sınavını gerektiğinde bireysel yapma " , " Sınavlarda ek süre verme " , " Ders öncesinde öğrencinin hazır olmasını sağlama " ve " Aile ve uzmanlarla işbirliği yaparak kaynaştırma öğrencisine yönelik önlem alma ve strateji belirleme " şeklinde belirlenmiştir. Aynı zamanda öğretmenlerin büyük çoğunluğunun Özel Eğitim dersini almadıkları ve Kaynaştırma konusunda kitap okuma düzeyinin oldukça düşük olduğu saptanmıştır. Öğretmenler, araştırma kapsamındaki okullarda bulunan Psikolojik Danışman ve Rehberlik (PDR) öğretmeni ile ilçelerde bulunan Rehberlik Araştırma Merkezi (RAM) faktörlerinin, kaynaştırma uygulamalarında çok etkili olmadıklarını belirtmişlerdir. Anahtar Kelimeler: kaynaştırma, kaynaştırma uygulamaları, sınıf öğretmeni. ABSTRACT Every human being is different from others in some ways such as physical appearance, sense, thought and ability. However, many of these differences (height, eye-hair color etc.) are not significant in terms of education. However, there are such individual differences that when some of these differences are not taken into consideration, whole educational life of the person will be affected negatively. This research aims to determine the adequacy of classroom teachers in inclusive education. With this aim in mind, 452 classroom teachers, working in primary schools in İstanbul's Bağcılar, Fatih and Gaziosmanpaşa districts, answered the survey. Based on the research results, the least applied five practices are as follows: " providing the student with *

This study explored parents’ views of the educational experience of children with Individual Education Plans. The research goal was to determine how parents are meaningfully involved and engaged in the development and monitoring of educa-tion programs for their children. The primary data source for the study was 31 interviews with parents, analysed using qualitative thematic analysis; additional data came from parent questionnaires, which provided further information about parents’ experiences. This mixed methods study describes the nature of parent in-volvement and engagement in schools, particularly in Individual Education Plan development and implementation. The study also examined how parent involve-ment and engagement (a) relate to parents’ satisfaction with school programs and (b) are contextualized within inclusive practice for children with disabilities. The findings of the study are discussed in relation to the broader literature on parent involvement and engagement.

Students who speak languages other than English are a growing presence in U.S. schools. As a result, many mainstream classroom teachers are finding that they have English language learners in their classes. Unfortunately, most mainstream classroom teachers have had little or no preparation for providing the types of assistance that such learners need to successfully learn academic content and skills through English while developing proficiency in English. In this article, the authors identify a small set of principles that can serve as the linguistic foundation for the teaching of English language learners in mainstream classes. The authors then outline linguistically responsive pedagogical practices that flow directly from those principles. They conclude with concrete suggestions for how teacher education programs can incorporate the knowledge and skills that will prepare all preservice teachers to be linguistically responsive.

... Baggrund og perspektiver [Curricula in day care centres. Background and perspectives] , Edited by: Ellegaard, T. and Stanek, AH 165–84. ... [Taylor & Francis Online] View all references, 379) still seems to be a challenge for future pedagogical practice. ...

Many authors in this issue of Educational Leadership describe students as having “learning needs” and “learning challenges.” How we wish this language truly reflected the common approach to students who have difficulty mastering the information and skills that schools value! Many students have special learning needs, and many experience challenges learning school material. But does this mean they have disabilities? Can we help students without undermining their selfconfidence and stigmatizing them with a label? Does it matter whether we use the word disability instead of need and challenge?

The media construction of LGBT+ characters in Hollywood blockbuster movies. The use of pinkwashing and queerbaiting La construcción mediática del colectivo LGTB+ en el cine blockbuster de Hollywood. El uso del pinkwashing y el queerbaiting ABSTRACT Introduction: Pinkwashing and queerbaiting are marketing strategies used by major Hollywood film producers to be perceived as tolerant industries regarding sexual diversity and thus to attract LGBT+ audiences. Its objective is to clean up its image in the face of negative actions, such as the complaints that the GLAAD association has been making in its annual reports since 2013 due to the lack of sexual diversity in blockbuster-type feature films. Methodology: The films that make up the sample are: Black Panther, Jurassic World: The Fallen Kingdom, Star Wars: The Last Jedi, Thor: Ragnarok, and Beauty and the Beast. For its study a critical discourse analysis (CDA) has been used. Results: These feature films, in which any explicit mention of sexual diversity was eliminated despite having been promoted as "gay friendly", had a very limited participation of LGBT+ characters, who were presented in a stereotypical way and as an antithesis of the straight hero/heroin. Discussion and conclusions: Despite advertising the inclusion of LGBT+ characters during the promotional campaign, these feature films are framed in heteronormative logic and eliminate explicit references to sexual diversity to avoid possible economic losses. RLCS, Revista Latina de Comunicación Social , 77, 95-116 [Research] RESUMEN Introducción: El pinkwashing y queerbaiting son estrategias de marketing utilizadas por las grandes productoras de cine de Hollywood para ser percibidas como industrias tolerantes con respecto a la diversidad sexual y así atraer a audiencias LGTB+. Su objetivo es limpiar su imagen ante acciones negativas, como las denuncias que desde 2013 viene haciendo la asociación GLAAD en sus informes anuales debido a la falta de diversidad sexual en los largometrajes tipo blockbuster. Metodología: Las películas que conforman la muestra son: Black Panther, Jurassic World: El reino caído, Star Wars: Los últimos Jedi, Thor: Ragnarok y La bella y la bestia. Para su estudio se ha utilizado un análisis crítico del discurso (ACD). Resultados: Estos largometrajes, en los que se eliminó cualquier mención explícita a la diversidad sexual a pesar de haber sido promocionados como "gay friendly", contaron con una participación muy reducida de personajes LGTB+, quienes fueron presentados mayoritariamente de manera estereotipada y como antítesis del héroe/heroína heterosexual. Discusión y conclusiones: A pesar de publicitar la inclusión de personajes LGTB+ durante la campaña de promoción, estos largometrajes se enmarcan en la lógica heteronormativa y eliminan referencias explícitas a la diversidad sexual para evitar las posibles pérdidas económicas.