1. Different stakeholders define “inclusive education” and “least restrictive environment” differently. Having developed an inclusionary model, Lipsky and Gartner (1996) showed full support for school restructuring that does not exclude students with special needs. Their definition of inclusive education include “quality education that is both individual and integrated” in the same classroom regardless of student abilities (Lipsky & Gartner, 1996). To them, a least restrictive environment meant a general classroom that is adaptive to students with disabilities rather than segregated environment. Fuchs and Fuchs (2007); on the other hand, have a slightly different view. Since their view focused more on preventative intervention strategies (e.g.,
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I believe education and culture could possibly be two of the biggest reasons for the very different views of the meaning of “inclusive education.” An educated person would view special education more differently than an uneducated person. At the same time, an educator with specialization in special education would still view issues in this field more differently than an educator without any specialization. Not everyone share the same cultural practices or experiences either, which is why there are different views on “inclusive education.” Everyone is defining the term in ways that make sense to them based on their experiences and knowledge. As for whether or not the same considerations are used when defining “least restrictive environment,” I believe it all depends on the situation. In Bryan’s case, for example, the parents, teachers, and school all shared the same definition for “inclusive education” at the beginning. They all collaborated with one another in order to provide Bryan with as much support as they can in the general classroom especially after Bryan’s poor response to Mr. Clifton, his second grade teacher. In order to include Bryan in the classroom, team meetings were scheduled, the BSC conducted several observations and made recommendations, the TSS conducted the routine and script that the BSC developed, and Bryan’s parents even agreed to medication (Head,Dylla, 2009). All of these efforts showed that the school and Bryan’s parents did share a similar view of “inclusive education.” However, their definition of a “least restrictive environment,” is quite different. Bryan’s parents wanted Bryan the school to adapt to Bryan’s needs in the classroom especially Bryan’s mother because of her background knowledge and experiences about inclusion. The school, on the other hand, believed that a least restrictive environment is one that separates Bryan from his peers. This separate setting would have the resources that allow Bryan to calm down, collect
I believe education and culture could possibly be two of the biggest reasons for the very different views of the meaning of “inclusive education.” An educated person would view special education more differently than an uneducated person. At the same time, an educator with specialization in special education would still view issues in this field more differently than an educator without any specialization. Not everyone share the same cultural practices or experiences either, which is why there are different views on “inclusive education.” Everyone is defining the term in ways that make sense to them based on their experiences and knowledge. As for whether or not the same considerations are used when defining “least restrictive environment,” I believe it all depends on the situation. In Bryan’s case, for example, the parents, teachers, and school all shared the same definition for “inclusive education” at the beginning. They all collaborated with one another in order to provide Bryan with as much support as they can in the general classroom especially after Bryan’s poor response to Mr. Clifton, his second grade teacher. In order to include Bryan in the classroom, team meetings were scheduled, the BSC conducted several observations and made recommendations, the TSS conducted the routine and script that the BSC developed, and Bryan’s parents even agreed to medication (Head,Dylla, 2009). All of these efforts showed that the school and Bryan’s parents did share a similar view of “inclusive education.” However, their definition of a “least restrictive environment,” is quite different. Bryan’s parents wanted Bryan the school to adapt to Bryan’s needs in the classroom especially Bryan’s mother because of her background knowledge and experiences about inclusion. The school, on the other hand, believed that a least restrictive environment is one that separates Bryan from his peers. This separate setting would have the resources that allow Bryan to calm down, collect