From Inclusion to Friendship Essay -- Special Education

The 1% of US students with labels of severe disabilities including mental retardation aim been historic all toldy excluded from inclusive education (Bentley, 2008, p. 543). Laws such as PL 94-142 and No pincer Left Behind (as cited in Bentley), say that public school students with all types of disabilities be educated in the least restrictive environmentto the supreme extent possiblewith children who do not have disabilities the majority of these students with special education labels, such as, mental retardation and multiple disabilities are ease isolated in special education classrooms (Bentley, 2008, p. 545). Wehmeyer (as cited in Bentley), points out that classic access does not promote authentic participation (Bentley, 2008, p. 546). Burkowski et al (as cited in Webster and Cater), Friendship has been defined as a bond between twain individuals that is stable across time and involves mutual affection, mutual preference and having bid together (Webster and Carter, 2007 , p. 201). It is up to parents, teachers and other paraprofessionals to seek ways to facilitate and hike up the types of positive interactions that result foster these types of friendships. If done successfully all students will benefit and there will be true inclusion.In enunciate to help students develop these meaningful relationships there must first be a base of communication and collaboration between teachers, parents and paraeducators who all parcel a stake in supporting and empowering students with and without disabilities. Downing and Peckham-Hardin found that twain teachers and parents cited communication and drilling as a team were essential for genuinely inclusive education. Some of the most important components of this communication and team work ... ...ons from the 1% Children with Labels of Severe Disabilities and Their Peers as Architects of inclusive tuition. International Journal of Inclusive Education, 12(5-6), 543-561.Causton-Theoharis, J. C., & Malm gren, K. C. (2005). Increasing peer interactions for students with severe disabilities via paraprofessional training. Exceptional Children, 7(4), 431-444. Copeland, S. R., Hughes, C., Carter, E. W., Guth, C., Presley, J. A., Williams, C. R., & Fowler, S. E. (2004). Increasing Access to universal Education Perspectives of Participants in a High School Peer sustain Program. Remedial and Special Education, 25(6), 342-352.Downing, J. E., & Peckham-Hardin, K. D. (2007). Inclusive Education What Makes It a Good Education for Students with Moderate to Severe Disabilities?. Research and Practice for Persons With Severe Disabilities (RPSD), 32(1), 16-30.