1	Inclusion & Students with Special Needs
2	Inclusion: Ideology or Practice? Learning disabilities Emotional and behavioral disorders Giftedness Physical disabilities
3	Mainstreaming v. Including In and out – regular to resource to regular to resource… Special education student intruding in the regular classroom Fragmented Inconsistent Miss much of the general curriculum Inclusion Part of the class Participate in the general curriculum
4	Guarantees under IDEA Free, appropriate public education Fair & non-discriminatory practice Least restrictive environment IEP Due process
5	Including All Students Regular teacher – special education teacher Co-teaching Collaboration General curriculum Not an add-on Modifications in instruction and curriculum
6	Special Needs Learning disabilities Hyperactivity and attention disorders Communication disorders Mental retardation Emotional and behavioral disorders Health impairments Vision and hearing problems
7	Common L.D. Characteristics Distractible “Passive” rather than “active” Ineffective learning & memory Poor self-concept & low motivation Poor motor skills Poor social skills
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9	ADD/ADHD
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11	A Mind Shift
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14	Adapting/Modifying Instruction Minimize distracting stimuli Multiple modalities to present information Analyze students’ errors for clues Teach learning & memory strategies Provide study aids
15	Communication Disorders Speech impairments Articulation Stuttering Voicing problems Language disorders
16	Emotional & Behavioral Disorders Conduct Anxiety-withdrawal Attentional problems immaturity Motor excess Socialized aggression Psychotic behavior
17	Considerations Self-esteem and motivation Metacognition & memory Organization Responsibility Structure and flexibility Social Teacher expectations Communication with parents Collaborate with specialists
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