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Learning Resources


Required Resources:


  • Course Text: Exceptional Children: An Introduction to Special Education

    • Chapter 1, “The Purpose and Promise of Special Education” (pp. 9
      –19, 22
      –37, 40
    • Chapter 2, “Planning and Providing Special Education Services” (pp. 51–84)

  • Web Site: Snow, K. (2008). People first language. Retrieved from http://www.disabilityisnatural.com/images/PDF/pfl09.pdf
    Used by permission of Katie Snow. http://www.disabilityisnatural.com/


Optional Readings and Resources




Debating Inclusion



“Although often confused, the terms inclusion and least restrictive environment are not synonymous. Inclusion means educating students with disabilities in general education classrooms…Much discussion and controversy and many misconceptions have arisen regarding the inclusion of students with disabilities in general education classrooms” (Heward, 2009, p. 76).


Review the section in your course text,”Arguments For and Against Full Inclusion” (pp. 77, 80–82), including Figure 2.6 with characteristics of inclusive education and Figure 2.7 with the Council for Exceptional Children’s (CEC) policy on inclusive education. Consider these questions as you read:


  • What arguments or expert opinions, for or against, full inclusion make the most sense to you?
  • Which arguments or expert opinions do you disagree with?
  • How does your current understanding of child development influence your views?

By Day 3:

Based on the material that you have read, post your response to the following:

  • Explain your position on full inclusion, citing references from the reading to support your point of view.
  • In your future role as a child development professional, suggest ways that you can advocate for the placement you believe in, while respecting other professionals and parents of children with special needs who take the opposite view.

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