Culminating Project: Mainstreaming and SPED 502 Inclusion: Report and Content Area Unit

Culminating Project: Mainstreaming and Sped 502 Inclusion
Report and Content Area Unit
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Introduction
An inclusive approach to education is one of the education systems that are getting appreciation globally. The concept of inclusive education has therefore emerged as one of the discussions that are directed towards initiating development in advanced education. According to history, several educational institutions have assimilated integrated education models as an approach aimed at achieving inclusive education (Reindal, 2016). As determined in the integrated model of education, students who present disabilities are required to attend regular schools, a factor that emphasizes on the learners need to fit in such systems rather than systems adapting to ensure that the learner’s educational needs are met.
National Curriculum Framework for Teachers Education (NCFTE) defines the element of inclusion in education as a philosophical position that incorporates an arrangement with institutional facilities and processes. This is therefore developed to ensure that access to education and success for the learners that includes those who have been marginalized who either are having learning difficulties and challenges out of physical and mental disabilities or because of their social states (Reindal, 2016). The aim of developing an integrated school setting lies in the capacity of these approaches that are directed towards providing equal opportunities to learners with special needs and who come from varied backgrounds and who also present diverse needs in relation to learning.
On the other hand, the inclusive approach to education clearly depicts that the learners with disabilities are primarily served within the education system under the charge of a regular classroom tutor. Inclusion in this case is an educational approach that enables all the learners including those who are disadvantaged with an opportunity to learn together or at least three quarters within a school day (Reindal, 2016). This therefore determines the fact that inclusion refers to a philosophy of education that is primarily pegged on the belief of an individual in inherently participating in the society and also implies the acceptance of differences within the society. Through inclusion, learners who would be excluded from an educational experience are given room to receive education, a factor that remains fundamental to the development of students. This paper therefore aims at taking a closer study on the concept of inclusion in education. The central objective of this paper therefore lies in developing a means through which support and benefit can be provided through inclusion in education. The inclusion of special education students within a learning environment has the capacity to facilitate changes in both the learners’ mental and physical values.
Legal Foundations, Legislation, and Due Process of Inclusion
According to Theoharis, & Causton (2014), in the year 1975, the Public Law as captures in section 94-142 that protects Individuals with Disabilities as pertains to the Education Act (IDEA) was passed with this legislation and its subsequent amendments est...