Publication Date

Winter 12-6-2022

School

School of Education

Major

Education: Elementary/Middle; Education: Special Education

Keywords

Individuals with Disabilities Education Act (IDEA), Individualized Education Plan (IEP), Learning Disability (LD), Emotional-Behavioral Disability (EBD), Free Appropriate Public Education (FAPE), Least Restrictive Environment (LRE), Special Education

Disciplines

Disability and Equity in Education | Education | Educational Methods | Educational Psychology | Educational Technology | Special Education and Teaching

Abstract

This paper examines the different types of strategies, supports, and technologies available to students who are classified with a learning disability (LD) or emotional and behavioral disability (EBD) in an inclusive setting. As the number of students with LD and EBD in a general, inclusive classroom setting is rising, it is necessary to find ways to maximize their educational performance. In an inclusive setting, children with disabilities receive instruction with support and accommodations alongside their non-disabled peers in their neighborhood school. The practice of inclusion promotes social interaction and peer-acceptance among students with and without disabilities, therefore providing opportunities for students with disabilities to engage with students that are non-disabled (Avcioglu, 2017; Chapman, 2013; Kart & Kart, 2021; Taub & Foster, 2020). The purpose of my paper is to provide an introduction to the world of inclusion for those who may be new to its concepts, particularly future educators who are interested in learning more about how to help each student in the classroom succeed. There are many factors which facilitate successful inclusion of students with learning disabilities and emotional and behavioral disabilities such as differentiated instruction, Universal Design for Learning, Positive Behavioral Interventions and Supports, environmental arrangements, Opportunities to Respond, and a positive learning environment.

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