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The resource room is made up of either a small group of four to six students, or one student who learns one-on-one with the teacher. [15] In the United States, the Individuals with Disabilities Education Act (IDEA) protects students with disabilities by requiring placement in their least restrictive environment (LRE).
The evidence for special education not having enough money is the lack of teachers, burnt-out teachers and a limited variety of teaching tools for each student. The argument to spend the money differently states that there is a lot of money set aside, but that it is being wasted by spending too much time on paperwork, inefficient IEP meetings ...
Inclusion has different historical roots/background which may be integration of students with severe disabilities in the US (who may previously been excluded from schools or even lived in institutions) [7] [8] [9] or an inclusion model from Canada and the US (e.g., Syracuse University, New York) which is very popular with inclusion teachers who believe in participatory learning, cooperative ...
When teachers expand their knowledge on special education and the needs of students with special disabilities, they shape their perspectives and confidence in teaching an inclusive classroom. [ 29 ] Negative attitudes towards inclusive practices are "attributed to a lack of understanding and a fear of what is unknown".
The Post Secondary Transition For High School Students with Disabilities refers to the ordinance that every public school district in the United States must provide all students with disabilities ages 3 through 21 with an individualized and free appropriate public education in the least restrictive environment.
Disability studies in education (DSE) is a field of academic study concerned with education research and practice related to disability.DSE scholars promote an understanding of disability from a social model of disability perspective to "challenge social, medical, and psychological models of disability as they relate to education". [1]