Table of ContentsIntroductionSpecial Education Student Inclusion SummaryReferencesIntroductionIn this essay, I will discuss and review information on special education student inclusion and the issues that people with disabilities encounter as they progress through adulthood. According to Salend, 2005, “inclusion is a philosophy that brings diverse students, families, educators, and community members together to create schools and other social institutions based on acceptance, belonging, and community.” By having inclusion in the classroom, it ensures that students receive the same benefits as mainstream education students and can benefit from a meaningful education and the same curriculum as other students. Say no to plagiarism. Get a Custom Essay on “Why Violent Video Games Should Not Be Banned”?Get an Original EssayInclusion of Students in Special EducationFor a student to receive inclusion services, he or she must first be screened and assessed. he is diagnosed with a disability, then they can benefit from an individualized education plan (IEP). An IEP is defined as a written plan outlining the program designed to meet a child's unique needs. According to the United States Department of Education, every child in a public school who receives special education and related services must complete an Individualized Education Program (IEP). The Individuals with Disabilities Education Act (IDEA) requires public school districts to develop an individualized plan for each child considered to have a disability identified by the IDEA as a condition of eligibility for special education. The process of obtaining an IEP can sometimes be very long and requires the collaboration of parents, teachers, school staff and the special education service. According to the United States Department of Education, 2000, the IEP process involves identifying a child as possibly needing special education services. This is done through Child Find or a referral or request for an assessment from a school professional or parent. The request can be verbal or written and the school district must have consent from a parent before the child can be evaluated for an IEP. Next, the child is assessed. During the evaluation, the child should be evaluated in all areas related to their suspected disability. The results will be used to determine if the child is eligible for special education services. Parents have the right to disagree with the assessment and have their child undergo an independent assessment. After evaluation, the child is deemed eligible or ineligible for services. If a child has a disability as defined by IDEA, then he or she is eligible for special education services. The IEP team has thirty calendar days after the child is found eligible to complete the IEP for the child. Then the IEP meeting is scheduled. The school system is responsible for planning and conducting the IEP meeting. The IEP meeting takes place and the IEP is drafted. The IEP team meets with parents and, in some cases, the child is part of the team writing the IEP. The parent must provide consent before a child begins receiving special education services. If the parent does not agree with the IEP, they can discuss their concerns with the IEP team to reach an agreement. The child's eligibility is decided. The parents along with the IEP team review the assessment results and decide whether the child has a disability as defined by IDEA. Services are provided to the child. Parents will receive a copy ofthe IEP as well as the child's teachers and any other service providers serving the child. The school also ensures that the IEP is executed as written. The child's progress is measured and reported to parents. The child's parents are informed of the child's progress and their progress is measured. The IEP is revised. The IEP is reviewed once a year or if a parent at the school feels that it needs to be reviewed. Parents have the right to make suggestions for change if they feel it is necessary. The child is reassessed. Every three years, the child must be reevaluated to determine if he or she continues to have a disability as defined by IDEA. This is the process that was established by the United States Department of Education. In today's classrooms there are a wide variety of children and often you cannot notice the differences between children just by looking at them. In the past, children with disabilities were educated in a special education classroom until laws were passed to better define what services children with disabilities could receive. This is due to the Individuals with Disabilities Education Act of 1990 (IDEA), formerly known as the Education for All Handicapped Children Act of 1975. According to Hanson et. al (2013), “IDEA provides the framework for educational policies and services for children with disabilities and their families. » There are six principles that incorporate the IDEA framework: Free and appropriate public education Appropriate education Development of an individualized education program (IEP) Education provided in the least restrictive environment (LRE) Parental involvement in decision-making decision-making Procedural guarantees to protect the rights of parents and their child When a disabled child is placed in inclusion, the teacher supports him in learning the skills and information that his classmates in mainstream education are currently acquiring. For many children, a regular classroom is the least restrictive environment (LRE) for learning. An LRE is a place where a child with a disability learns best and where they are not limited to the resources they need. There are 10 different levels that can constitute an LRE for a child with a disability: Placement in a general education classroom with few or no support services. Placement in a general education class with the help of a collaborative teacher. Placement in a general education class with the help of a specialist. Placement in a general education classroom with placement in a resource room.Special education classroom with part-time in a general education classroom.One full-time special education classroom.Homeschooling.Hospital or institution.It There are many benefits of IDEA that helps families with disabilities, for example, established a unified system of service delivery to all students with disabilities to meet their needs, it gives the family and the school system the ability to set goals for the child with a disability throughout his or her education and also has integrated a full range of service delivery by agencies and professional disciplines that will provide educational services to students. Creating IDEA also presents some challenges, such as coordination, collaboration, and assisting families with their priorities and needs. When a child is placed in inclusion, it is important that teachers and staff ensure the transition is successful. To do this, teachers and staff can take several steps, such as having children interact with each other to promote good social relationships, learning and recognizing the strengths and weaknesses of.