Accommodating_Instructional_Needs

Accommodating Instructional Needs The integration of special education students and regular education students is referred to as inclusion. Inclusion involves keeping special education students in regular classrooms. In inclusive settings, special education teachers work with general education teachers in regular classrooms to collaborate and provide an equal educational opportunity for students with disabilities. Regular education teachers are not ready for the inclusion challenge. Regular education teachers are not prepared for inclusion and are not meeting the needs of students with disabilities in their classrooms. I also feel that special-needs students will make little or marginal gains unless regular education teachers are adequately prepared to meet the needs of inclusion students. Also, placing special-needs students in classrooms with ill-prepared teachers can be a disaster too, and may be as detrimental as, these students not receiving any educational or support services. The passing of the Individual with Disabilities Education Act of 1990 (PL 101-476) paved the way for. I am a full inclusion teacher in the Suffolk Public Schools in Suffolk, VA. Full inclusion means that all students, regardless of handicapping condition or severity, will students, inclusion, education, regular, teachers, special, needs, classrooms, work, full, disabilities, child, suffolk, special-needs, setting, services, prepared, own, one, meet, found, educational, complete, assignments, way, very, va, unless, towards, time, team, teacher, taken, support, student