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LC Journal of Special Education

Abstract

Many schools have been faced with the task of including students with disabilities in general education class environments. IDEA 2004 has been at the forefront in making sure that these students are participating in same settings as those without disabilities. Also, IDEA 2004 mandates that students with disabilities be provided with the same educational opportunities as every other student. A significant part of this equality is granting students with disabilities access to the general education curriculum. According to a study by Muscott (1995), educational systems have had to revamp their educational approaches in order to improve education for all students, especially those with special needs. Additionally, general and special education teachers have been combined as a way of bridging the gap between the special and general education population. Therefore, with the increase of students with disabilities in general education classrooms, schools must be prepared to respond to their needs in the inclusive setting. The first part of this paper focuses on the elements of inclusive education. The second section focuses on the roles of principals and collaboration between general and special education teachers. Finally, the third section discusses instructional strategies that can be used to successfully include students with disabilities in general education classes. The paper concludes with a discussion of the educational implications of inclusion.

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