Behler and Greg’s Plan of Action for a Full Inclusion Program

            Full inclusion refers to the “complete integration of the regular and special education systems where all children with disabilities receive their education, including special education and related services, as an integral part of the regular education curriculum” (Kent, 2003, p.308). Within this context, Behler and Greg’s plan of action should include the following factor: (1) Analysis of the curricula between general and special education faculty in order to specify the core values, capabilities, and knowledge that are necessary in order to effectively implement the inclusion program; (2) Reorganization of the subjects within the curricula in order to ensure that the needs of all types of students will be adequately provided; (3) Assessment of the needs of the parents and community members regarding the legal rights and the procedural safeguards of the children with disabilities; (4) Training of the school personnel who will work within the inclusion program and (5) Provision of peer help and clinical help to the teachers who will participate within the program.

            The aforementioned factors will enable both Behler and Greg to adequately consider both the intrinsic and extrinsic factors involved in the organization of a full inclusion program. Intrinsic factors refer to the factors to be considered within the program itself [e.g. curriculum of the inclusion program] whereas extrinsic factors refer to the factors to be considered outside the program [e.g. needs of the parents and the community members in relation to the program]. In the case of Behler and Greg, the full inclusion program as it is applied to the third grade of Martin Luther King Elementary School necessitates Behler’s analysis and reformulation of the third grade curricula in order to adapt to the needs of his students with and without disabilities. It is also necessary for Behler to hold a meeting with the parents of his third grade students in order to inform them of the legal rights and procedural safeguards of the inclusion program along with the changes that will result from the program. Furthermore, Behler must also hold a meeting with the other school personnel in order to orient them to the changes in the third grade curricula. Such meetings should be held with the full time aide who has extensive knowledge on special education.

Case Laws Affecting Full Inclusion Programs

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Brown v. Brown of Education

Brown v. Brown of Education states that education is a property right which cannot be withheld from an individual. This law thereby specifies that equitable educational rights ought to be implemented within any classroom. Such an implementation requires that a teacher treats both the disabled and non-disabled child equally within the classroom.

PARC  v. The Commonwealth of Pennsylvania

            The aforementioned case states that free public education ought to be available and accessible to both disabled and non-disabled children. The case filed by the Pennsylvania Association for Retarded Children (PARC) sued the Commonwealth of Pennsylvania for its inability to provide public supported education for mentally retarded children. The result of the case ensured that all states ought to provide public supported education for mentally retarded children along with other children with disabilities.

Mills v. Board of Education

            The aforementioned case states that public funded education ought to be provided to children with behavioral problems.

Section 504 of Public Law 93-112

            Section 504 of the Vocational Rehabilitation Act states that all handicapped individuals within the United States should be given access to participating in any program or activity receiving federal assistance.

Public Law 94-142

            Public Law 94-142 which is better known as the Education for All Handicapped Children Act states that individuals from ages 3 to 21will be provided (1) “free and appropriate education”, (2) “procedural safeguards” that will protect both the children and parent’s rights, (3) “education in the least restrictive environment”, (4) “individualized educational programs”, (5)  “individualized educational programs” and (6) “fair, accurate, and nonbiased evaluation” (Bursztyn, 2007, p.45). The law not only ensures that individuals with physical or mental disabilities will be provided with the right to education but it also ensures that the conditions for achieving such a right are not detrimental to individual. Furthermore, it ensures that the parents of these individuals will also be given protection from any form of discrimination that may ensue as a result of their child’s condition.

References

Bursztyn, A. (2007). The Praeger Handbook of Special Education. Np: Greenwood.

Kent, R. (2003). The MIT Encyclopedia of Communication Disorders. Massachusetts: MIT P.

 

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