Task 1:
Many schools all over America are beginning to practice the fairly new idea of “inclusive education.” In the article entitled Research Review for Inclusive Practices by Rita Hocog Inos and Mary Anne Quigley, the definition of inclusion is stated to be “including all.” Thus, this new teaching practice could simply be defined as including students who have various learning difficulties into the regular classroom to work with nondisabled students. Furthermore, Research Review for Inclusive Practices states that “the term inclusive schools is generally used to describe changes that are occurring within schools and school districts to coordinate and unify educational programs and services and to transform schools into places where all children, including those with diverse abilities and needs, belong and can learn at high functioning levels.”
The kinds of students who “inclusion” is meant to benefit are those who struggle to learn. These learning difficulties can range from issues such as linguistic troubles, various socioeconomic levels, mental health issues, and more.

Task 2:
3 types of students inclusive education is meant to serve: 1. Special education students 2. Homeless students 3. Bilingual students

2 characteristics of inclusive schools:
1. One characteristic of an inclusive school is that parents are partners in the students’ education. I feel that parent involvement is extremely important, so this is a vital characteristic for success in inclusive education. 2. Another characteristic of an inclusive school is the existence of co-teachers in classrooms. When two or more teachers compromise and work together in the classroom, they have more to offer to various students. Thus, this is another vital characteristic for inclusive education.

One strategy that helps students become more responsible and effective in the inclusive process: One strategy that helps students become more responsible and effective in the inclusive process is when there is a sense of unity and community in the classroom. If a student truly feels like he/she is part of the classroom whole or the classroom community, he will be more responsible in completing tasks and doing what he knows is right because that is what the whole community is doing.

I chose this image because it is a great semantic map which gives a great amount of information about inclusion. Although it may appear a little overwhelming at first, when following all of the lines and reading the bubbles, it actually makes sense and makes some good points. This image answers questions such as “What is the impact of inclusion on both special education students and general education students?,” “How do general education teachers provide quality instruction to all students?,” and “How has collaborative units and/or co-teaching impacted special education classrooms?”


Sources:

Inos , R. H. (n.d.). Research review for inclusive practices. Retrieved from http://www.prel.org/products/Products/Inclusive-practices.htm

Katie Nellen. (2012). Inclusion . Retrieved from http://tlcenter.wikispaces.com/Inclusion