Chapter 1 Food for Thought

1. When is a child considered a “student with a disability”?
2. Describe federal legislation and court cases that have contributed to the movement toward inclusion.
3. Johnny, a student with special needs, has just re-located to your school building. If he were to be educated in the least restrictive environment, what would it be? Justify your response.
4. In your view, are the terms normalization, de-institutionalization, integration, and general education inclusion synonymous? Why or why not?
5. According to Mrs. Johns, the 4th grade teacher, inclusion means that students with special needs always have to be placed in the general education classroom. Do you agree or disagree with this statement? Explain.
6. What are the characteristics of effective inclusive programs?

Now that you’ve learned about the types of students with disabilities and the criteria school systems are mandated to use in identifying students who need special education and related services, and factors that have influenced the movement toward educating students with special needs in the general education classroom, please move on to Chapter 2, which provides information focusing on three federal laws that specify procedures school systems and educators are mandated to use in evaluating and identifying students with special needs and the special education and related services required and the roles and responsibilities teachers, school-based problem solving team members, and the multidisciplinary team are expected to assume as they go through the steps of identifying students who need services.