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Full Inclusion vs Inclusion Educational Placement

Page history last edited by Janna Dunagan 14 years, 11 months ago

     Full Inclusion is recognized by the National Association of the Deaf as “the placement of all children with disabilities in their neighborhood schools, often irrespective of their unique abilities and needs (NAD, 2002).”  Eliminating special education programs and schools is a component of a full inclusion educational setting.  While inclusion is, “less-radical approach” that continues to recognize “ the continuum of alternative placement options (NAD, 2002).”  This less-radical approach is often not true to its recognition of alternate placements for deaf and hard of hearing children (D/HH) in regards to the Least Restrictive Environment (LRE) and where a Free and Appropriate Public Education (FAPE) can be provided.  The inclusion setting is typically the Individual Education Plan (IEP) team’s first choice that results in direct violation of the Individuals with Disabilities Act (IDEA).

     An inclusion setting NAD finds that the D/HH student is actually excluded due to the language and communication requirements of the student.  A completed comprehensive assessment of each individual child’s vital educational needs must be a determining factor in the student’s educational placement.  The determination of inclusion placement must consider the communication and language needs for a D/HH student before jumping to the first choice that appears to be the LRE.  The comprehensive assessment will have determining factors where the student’s individual needs can best be met along the educational continuum.

“The NAD also supports the development, maintenance, and use of placements mandated by the Continuum of Alternative Placements regulations of the IDEA.  While the regular classroom in the neighborhood school may be the appropriate placement for some deaf and hard of hearing students, for many it is not.  The NAD is committed to preserving and expanding the use of the Continuum of Alternative Placements to ensure that each deaf or hard of hearing child receives a quality education in an appropriate environment (NAD, 2002).”

National Association of the Deaf. (2002). Position statement on inclusion. Retrieved on July 2, 2009 from http://www.nad.org/issues/education/k-12/inclusion

Published by Janna Dunagan on July 2, 2009

Educational Issues of Deaf Students     Front Page 

 

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