Click on the following links. Please note these will open in a new window.

Article 1: Vaughn, S., & Schumm, J. S. (1995). Responsible inclusion for students with learning disabilities. Journal of Learning Disabilities, 28(5), 264–270. doi:10.1177/002221949502800502

Learning Objective: What do we mean by inclusive education?

How does the article support the learning objective? This article will help students understand and develop effective inclusion techniques by identifying responsible and irresponsible practices in relation to real-world examples.

Summary: This article provides guidelines and principles for practices that support the inclusion of students with learning disabilities and their families. These practices are discussed by way of a framework for planning and implementing services at the school level. Strategies are provided for ongoing assessment and development of inclusive practices for practicing educators.
 

Critical Thinking Questions:

1.  What would be the essential components of your school’s inclusion philosophy/position statement?

2.  Examine the responsible inclusion resources listed in relation to the observed sites (“Comments,” p. 269). Which of these supports is present in your current instructional environment or school? Which are not?

Article 2: Zirkel, P. A. (2015). Special education law: Illustrative basics and nuances of key IDEA components. Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children. doi:10.1177/0888406415575377

Learning Objective: How are individuals with disabilities protected by legislation?

How does the article support the learning objective? This article will help students understand important legislation as it relates to special education through accessible descriptions of key components of IDEA.

Summary: Practicing and future special educators will gain useful insight into IDEA regulations as identified by key components, criteria, and court rulings as well as strengths and issues within these areas. Suggestions and resources for educators to improve their working knowledge of special education law are also discussed.

Critical Thinking Questions:

1.  How might teacher knowledge of key special education legislation—or lack thereof—affect the education of students with disabilities and their families?

2.  Choose one of the provided professional development resources from the article, and discuss how it could benefit your personal development of legal literacy.