Philosophy of Inclusive Education pptxxxx

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1. PHILOSOPHY OF INCLUSIVE EDUCATION Reported by: Joshua P. Olmos

2. INTEGRATION 2020 The physical placement of individuals with disabilities in the natural settings of community, home, or general education class or school with their nondisabled peers. PHILOSOPHICAL ROOTS NORMALIZATION. A philosophical belief in special education that every individual even the most disabled should have an educational and living environment as close to normal as possible.

3. HISTORICAL ROOTS OF INTEGRATION DEINSTITUTIONALIZATION. A social movement of the 1900s and 1970s whereby large number of persons with mental retardation and/or mental illness were moved from large mental institutions into smaller community homes or into the homes of their families; recognized as a major catalyst for integratingpersons with disabilities into society.

4. REGULAR EDUCATION INITIATIVE A philosophy that maintains that general education, rather than special education, should be primarily responsible for educating students with disabilities.

5. LEAST RESTRICTIVE ENVIRONMENT (LRE) There should be a continuum of support and services to match the continuum of special needs encountered in every school . The fundamental principle of the inclusive school is that all children should learn together, wherever possible, regardless of any difficulties or differences they may have. Inclusive schools must recognize and respond to the diverse needs of their students, accommodating both different styles and rates of learning and ensuring quality education to all through appropriate curricula, organizational arrangements, teaching strategies, resource use and partnerships withtheir communities. (mandated by IDEA) Students with disabilities are to be educated with their nondisabled peers to the maximum extent appropriate. Deinstitutionalization, normalization, equal rights, access, least restrictive environment and community based services.

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