Voelkel+Mariah

disabilities into classes with mainstream students. ||= What skill level will be required to include these students in main stream classes? ||= There are many strategies that are used in the inclusion classrooms for example pull-put programs, assistive technology, universal design for learning and co-teaching || found that these students are on a completely different skill level then most children their age ||= Will these students be required to achieve the same goals as the other students in the class? ||= The students in these classroom are required to fulfill the course curriculum with on a least restrictive environment which may include accommodations or modifications || level then they are capable of. ||= Will including students with mutliple disablities interupt the other students in the class? ||= It can but if students are taken out for example in a pull out program both students in gen ed classes and special ed classes benefit ||
 * KWL Assignment**
 * My Research Paper Topic:** Inclusion Classes in Special Education
 * = **__What I KNOW__** ||= __**What I WANT to Know**__ ||= **__What I LEARNED__** ||
 * = There is talk about including students with mutiple
 * = Working with students with mutiple disabilites I've
 * = Some students are being forced to achieve at a higher
 * =  ||= If the sudents with disabilities are inlcuded with other students in the class, what additional teacher support will be provided? Will the special education teacher be in the classroom also to provide extra assistance?﻿ ||=   ||
 * =  ||= Would the special needs students be required to take the same standardized tests that the rest of the class takes?﻿ ||=   ||

Purpose Statement: The purpose of this research paper is to examine the topic of inclusion and determine if pro-continuum is an advantage for students and teachers.

Thesis Statement: Research shows pro-continuum,individualized programs including pull-outs, co-teaching and special schools, are beneficial for both students with multiple disabilities and their educators in the special education community. Needs a question mark. I really like your purpose and thesis statement. The only thing I could suggest is maybe being a little more specific at the end of your thesis statement. In what way is pro-continuum beneficial?

Abstract A controversial issue, the students in the special education field are facing is the addition of full inclusion into general education classes. Many educators, parents and students believe it is important for there to be a continuum of services provided to create a least restricted environment (LRE) if a student is being considered for inclusion. The purpose of this research paper is to examine the topic of inclusion and determine if pro-continuum is an advantage for students and teachers. The paper will discuss the many different strategies used in pro-continuum including, pull-outs, co-teaching, and special schools to determine if these strategies are useful when in an inclusion setting. //Key Words: Inclusion, Special Education, Continuum, Strategies, Mainstreaming, Disabilities, Pull-outs, Co-teaching// **Introduction:** Special education is being included into regular general education classes due to the passing of the Individuals with Disabilities Education Act ’04 (IDEA). This act describes the idea of inclusion into the education systems. Hardman, Drew and, Egan define inclusion in their book, Human Exceptionality: School, Community, and Family, as “students with disabilities receive the services and supports appropriate to their individual needs within the general education setting” (2008, p.56). There are two types of inclusion, “defined by the extent of the student’s access to, and participation in the general education classrooms” (Hardman et al., 2008, p.57). The access to these services is called a continuum, a wide range of services. Mainstreaming, a term many confuse with inclusion was used before the IDEA ’04 was passed. Mainstreaming is “the physical placement of students with disabilities in the same school or classroom as students without disabilities” (Hardman et al., 2008, p.56). // Research shows pro-continuum, individualized programs including pull-outs, co-teaching and special schools are beneficial for both students with multiple disabilities and their educators in the special education community. // // Types of Inclusion: // There are two types of inclusion, full inclusion, and partial inclusion. Full Inclusion “ means that all students, regardless of handicapping condition or severity, will be in a regular classroom/program full time. All services must be taken to the child in that setting” (Shultz, 2001). Partial Inclusion “involves students with disabilities receiving some of their instruction in a general education classroom, with “pull out” to another instructional setting when appropriate to their individual needs” (Hardman et al., 2008, p.57).

References Dominguez, B. (1994, July/‌August). One voice, three perspectives: Parent, administrator, student. //Journal of Visual Impairment & Blindness, 88//(4), 294. Hardman, M. L., Drew, C. J., & Egan, M. W. (2008). Inclusion and multidisciplinary collaboration in the early childhood and elementary school years. In //Human exceptionality: School, community, and family// (9th ed., pp. 54-85). Boston, MA: Houghton Mifflin. Marston, D. (n.d.). A comparison of inclusion only, pull-out only, and combined service models for students with mild disabilities. //Journal of Special Education, 30//(2), 121. Retrieved from http://sed.sagepub.com/ Shultz, K. (2001). //Special eduction inclusion//. Retrieved from just go right to the url here and delete the rest eaching and Learning Consultant/‌ Legal Counsel website: http://www.weac.org/‌Issues_Advocacy/‌Resource_Pages_On_Issues_One/‌Special_Education/‌special_education_inclusion.aspx
 * This article is about the perspectives of three people affected by inclusion. The parent, administrator, and student.
 * This textbook has a chapter on inclusion. It gives definitions, and information about the topic. It also talked about pro-continuum and the services that should be provided.
 * This article describes the success of all of the strategies used in the continuum including pull-out, full inclusion and other helpful strategies.
 * This is a very helpful site including many definitions and different opinions on pro-inclusion and people who believe inclusion isn't the right choice

Weisch, R. G. (2006, January). In or out: Surprises in reading comprehension instruction. //Intervention in School & Clinic, 41//(3), 175-179. Retrieved from http://isc.sagepub.com/ What is assistive technology. (1995-2009). //Assistive technology//. Retrieved from just go right to the url here and delete the rest Kids together website: http://www.kidstogether.org/‌at.htm
 * This article explains how continuum of services is helpful for students with reading learning diabilities. They explain how such strategies as pull-out method is success for many students.
 * This website is a good source that talks about assistive technology that is being used in special education inclusion classes.