Culminating project: mainstreaming and inclusion: Report and content area unit

Culminating project: mainstreaming and inclusion: Report and content area unit
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LRE (Least Restrictive Environment) is the requirement in federal law expecting SWD (students with disabilities) to obtain their education to the best appropriate level with nondisabled students, and that disabled students can only be removed from regular classes when their conditions cannot allow education to regular classes be conducted effectively (Sam, 2014). Mainstreaming and Inclusion are not defined in state statutes or federal legislation, but terms which have been formed by educators to define different ways of meeting the LRE requirements of special education law. In 1975, the Congress passed the enactment of Public Law 94-142, which was the special education law. Based on that law, the ideas of mainstreaming emerged and later inclusion was developed. Mainstreaming and Inclusion are different academic programs designed for IEP students. Individualized Education Program (IEP) is known as a legal document that defines a specific educational program designed and required particularly for children with special needs and requirements. Mainstreaming and Inclusion are two different programs that have become in schools.
Mainstreaming is a program that enables children with disabilities attend regular classroom for their academic and social benefits. Ruck (2007) argues that these students are expected to learn similar materials like the rest of other students without disabilities, but modifications are done through assessments and adjustments. Students with disabilities are placed part-time in special education and part-time in general education. Through support of general and special education teachers, students with disabilities are placed in the general education classroom for part of other school day-time and also placed in the special education classes to learn with other students with other disabilities.
On the other hand, inclusion is a another program that expect students with disabilities not to go for special education classes, but to attend general education classes where they get obtain regular education and special support they require (Trisha, 2014). This implies that the special education teacher comes to the general education classroom teach students with disabilities with their peers and provide instruction and assistance to students with disabilities within the context of the lesson. These educators adapt the curriculum for students with disabilities and offer direct support and instruction to them. Inclusion does not expect students with disabilities to move from special education classroom to regular education classroom or vice verse, but to obtain education in regular education classroom together with students without disabilities. Both mainstreaming and inclusion programs are placement options that are founded on the definition of the Least-Restrictive Environment.
Sam (2014) views that American public schools were only educating one out of five children with disabilities before the passage of the EHA (Education for All Handicapped Children Act) in 1975. About 200,000 children with disabilities lived in state institutions which offered inadequate or...