Wind Education: Inclusion Discipline the Purpose of Term Paper

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Wind

Education: Inclusion Discipline

The purpose of this work is to research Inclusion Discipline. Recently there has been a push throughout the nation for the placement of Special Education students in the regular classroom environments. This work will examine that which an administrator must do in making provisions of ensuring the students not only receive quality education but also to reflect that the IEPs methods utilized are promoting quality behavior in the regular classroom.

Inclusive education has faced many challenges in the classroom that is so diverse in terms of student's needs and accommodations. The Individuals with Disabilities Act was passed with the intent of protecting and integrating disabled individuals. To complicate matters the passing of the "No Child Left Behind Act" by the present administration brought with it what has the feel of a "conflict of interest" in view of the pre-existing IDEA legislation. Through the evaluation of IEP's, or the Individualized Educational Program, the program that evaluates students and assists in the decision making as to whether they will be included in the regular classroom environment, which is termed "inclusion" or if the individual will be contained in the special education class. The general rule of thumb for measurement in the placement of students is that the student be placed in the "least restrictive" learning environment possible.

I. Duties of the School Administrator: Specifically as to Inclusion:

The school administrator has a great responsibility in overseeing the implementation of the inclusive classroom as well as the No Child Left Behind Act. One of the major concerns with inclusion is discipline for children with disabilities Changes of the final regulations under the Act in Sections 300.121(d) and 300.519-529 take very seriously into consideration the concerns that the schools, specifically the teachers and administrators have toward maintaining safety and order within the environment of the school.

Generally, parents, teachers, and administrators are able to congenially find a solution in behavioral problems as to the allotted time for removing the student from classes who has committed a violation against the school code of conduct. There are no limits or regulations that impose a specific amount of time in view of the discipline.

The administrator of the school that educates special education students are in positions that contain "broad and demanding duties."

The administrator in special education must comply with the Individuals with Disabilities Education Act (IDEA). This includes making a "determination of educational standards and goals for special education programs, ensuring that those programs comply with federal state and local laws, responsible for setting policies and procedures for special education and staff, motivating teachers and staff, provision of regular reports to parents of disabled children as to the process of the student, reviewing and evaluation of all pilot programs, writing of grants and preparation of budgets, responding to legislative questions and concerns, mediating disputes between parents and school, and attendance at community meetings when critical special education issues are discussed.

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According to Laura Clark, Ph.D., Director of Special Education for Kansas City, Kansas:

"Being a special education administrator in a school system that serves thousands of children is sometimes like walking a tightrope. Funding Special Education is usually a public relations nightmare. Parents of children who are receiving special services say the school's not doing enough. Parents of children who don't need special education services say the school does to much or spends too much on the program." (Clark, 2004)

According to Clark her greatest challenge is:

"Handling difficult cases where children have complex challenges to overcome."

In light of the laws that bring governance to the educational system Ms. Clark stated that:

"Administrators must have a desire to understand the law and regulations affecting special education. Carefully studying the fine print of legislation is tedious and time consuming, but one person really can have an impact in a school systems if he or she understands the federal law."

II. Discipline in Inclusive Classrooms and the I.E.P.:

Each public school that receives funding for special education and other related special needs students are required to have an Individualized Education Program. The IEP is individualized in design for each student. The basic steps of the IEP are the identification of the special services required by the students, evaluation, eligibility determined, IEP meeting is scheduled, IEP meeting is held and is followed by the writing of the IEP. The IEP team gives consideration to the student's cognitive abilities in placement. After the services are provided in the IEP the progress is measured and reported to parents of the student. One each year the child's progress is again reviewed. Every three years referred to as a triennial the student is reassessed to determine if the child is still disabled under the definition of IDEA.

III. Special Factors that Affect the IEP:

The needs of the child may give rise to consideration by the IEP Team to that which is termed "special factors." The following are factors that are considered to be within the definition and scope of "special factors":

1. Behavior interfering with learning of classmates and self.

2. Limited proficiency in the subject of English

3. Blindness or visual impairments

4. Communication Needs

5. Deafness, hard of hearing

6. IEP teams must put the child's need for assertive technology services and/or devices.

Conclusion:

The classroom environment that is inclusive is one that will have challenges in many areas. It is vitally important that the school administrator read in journals and articles as well as other sources of new articles in order to keep a hand on the community pulse." The satisfying of both the NCLBA and the IDEA, both simultaneously is a stringent task to be undertaken and requires 100% effort in the successful implementation of inclusion in the classroom......

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