IndexIntroductionInclusion of Special Education Students SummaryReferencesIntroductionIn this essay, I will discuss and review information about the inclusion of special education students and the issues that people with disabilities encounter along the way who progress into adulthood. According to Salend, 2005, “inclusion is a philosophy that brings together diverse students, families, educators, and community members to create schools and other social institutions based on acceptance, belonging, and community.” Inclusion in the classroom ensures that students receive the same benefits as regular education students and that they can benefit from a meaningful education and the same curriculum as other students. Say no to plagiarism. Get a tailor-made essay on "Why Violent Video Games Shouldn't Be Banned"? Get an Original EssayInclusion of Special Education Students In order for a student to receive inclusion services they must first be screened and if they are diagnosed with a disability, then they can receive an Individualized Education Plan (IEP). An IEP is defined as a written plan that outlines the program designed to meet a child's specific needs. According to the U.S. Department of Education, every public school child receiving special education and related services must have an Individualized Education Program (IEP). The Individuals with Disabilities Education Act (IDEA) requires public school districts to develop an individualized plan for each child who qualifies as having a disability identified by IDEA as a qualifying condition for special education. The process of obtaining an IEP can sometimes be very long and involves the collaboration of parents, teachers, school personnel and the special education department. According to the U.S. Department of Education, in 2000, the IEP process is the identification of a child who may need special education services. This is done through Child Find or a referral or request for evaluation from a school professional or parent. The request may be verbal or written, and the school district must have a parent's consent before the child can be evaluated for an IEP. Next, the child is evaluated. During the evaluation, the child must be evaluated in all aspects related to his suspected disability. The results will be used to determine whether the child is eligible for special education services. Parents have the right to disagree with the assessment and to take their child for an independent assessment. After the assessment, the child is deemed eligible or unsuitable for services. If a child has a disability as defined by IDEA, he or she is entitled to special education services. The IEP team has thirty calendar days after the child is deemed eligible to write the IEP for the child. The IEP meeting is scheduled next. The school system is responsible for scheduling and conducting the IEP meeting. The IEP meeting is held and the IEP is written. The IEP team meets with the parents, and in some cases, the child is part of the team that writes the IEP. The parent must give consent before the child begins receiving special education services. If the parent does not agree with the IEP, he or she can discuss his or her concerns with the IEP team to reach an agreement. The suitability of the child is decided. Parents along with the IEP team review the evaluation results and decide whether the child has a disability as defined by IDEA. Services are provided to the child. Parents will receive a copy of the IEP togetherto the child's teachers and any other providers of services to the child. The school also ensures that the IEP is carried out as written. The child's progress is measured and reported to the parents. The child's parents are informed of the child's progress and his progress is measured. The IEP is reviewed. The IEP is reviewed once a year if a parent at the school believes it needs to be reviewed. Parents have the right to make suggestions for change if they believe they are necessary. The child is reevaluated. Every three years the child must be re-evaluated to determine whether he or she continues to have a disability as defined by IDEA. This is the process established by the U.S. Department of Education. There are different children in today's classrooms and it is often not possible to notice the differences between children just by looking at them. In the past, children with disabilities were educated in special education classrooms until laws were passed to better define the services children with disabilities could receive. This is due to the Individuals with Disabilities Education Act of 1990 (IDEA) formerly known as the Education for All Handicapped Children Act of 1975. According to Hanson et. al (2013), “IDEA provides the framework for educational policies and services for children with disabilities and their families.” There are six principles that embody the IDEA framework: Free and appropriate public education Appropriate education Development of an individualized education program (IEP) Education provided in the least restrictive environment (LRE) Parental participation in decision making Procedural safeguards to protect the rights of parents and their children with disabilities. When a child with a disability is placed in the inclusion program, the teacher assists him or her with the learning skills and information that his or her classmates in the regular education classroom are learning. For many children, a regular classroom is the least restrictive environment (LRE) in which to learn. An LRE is a place where a child with a disability learns best and is not limited by the resources he or she needs. There are 10 different levels that may constitute an LRE for a child with a disability: Placement in general education classrooms with few or no support services. Placement in general education classrooms with collaborative assistance from teachers. Placement in general education classrooms with specialized assistance. Placement in general education classrooms with placement in resource rooms. Special education classroom with part time in a general education classroom. unified system of providing services to all students with disabilities to meet their needs, gives the family and school system the ability to set goals for the child with disabilities throughout his or her educational journey, and has also incorporated a full range of services provided by agencies and professional disciplines that will provide educational services to students. There are also some challenges resulting from the establishment of the IDEA, such as coordination, collaboration and assistance to families with their priorities and needs. When a child is placed in the inclusion process, it is important that teachers and staff ensure that the transition is successful. To do this, there are several steps that teachers and staff can take, such as having children interact with each other to promote good social relationships, learning and recognizing the strengths and weaknesses of all children in the classroom, staff administrative procedures which ensures that teachers are adequately trained to work with children with disabilities, that parents and teachers have an open line of communication and are willing to work together so that the child has.