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An IEP may determine the proper placement of a student in inclusive education through tests, studies, and interviews with counselors and family members. Based upon the arrangement of homework assignments, team projects, and basic communication with other students and teachers, students can then learn what works best for them.
Inclusion has different historical roots/background which may be integration of students with severe disabilities in the US (who may previously been excluded from schools or even lived in institutions) [7] [8] [9] or an inclusion model from Canada and the US (e.g., Syracuse University, New York) which is very popular with inclusion teachers who believe in participatory learning, cooperative ...
Equity and inclusion in education refers to the principle or policy that provides equal access for all learners to curriculum and programming within an educational setting. Some school boards have policies that include the terms inclusion and diversity. [1] Equity is a term sometimes confused with equality. [2]
Education equity can include the study of excellence and equity. [3] Educational equity's growing importance is based on the premise that a person's level of education directly correlates with their quality of life [2] and that an academic system that practices educational equity is thus a strong foundation for a fair and thriving society. But ...
Social inclusion is the converse of social exclusion. As the World Bank states, social inclusion is the process of improving the ability, opportunity, and worthiness of people, disadvantaged on the basis of their identity, to take part in society. [51]
Special education students in the United States can only be placed in a resource room if it is considered their LRE because their needs can only be partially met in a general education setting. [17] The full inclusion movement in the United States sometimes comes into conflict with the requirements of IDEA by aiming to place special education ...
Inclusion is ultimately a multifaceted practice that involves a variety of approaches across cultures and settings. It is an approach that seeks to ensure that people of differing abilities visibly and palpably belong to, are engaged in, and are actively connected to the goals and objectives of the wider society.
The regulations further state that "special classes, separate schooling or other removals of children with disabilities from regular educational environment occurs only if the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily."