Reference no: EM133723564

Instructions:

Read and respond be sure to make substantive and constructive comments. For example, add something from your own experience, something you've read or seen. If the situation calls for it, feel free to state an opinion, but be sure to state any points with which you agree and/or those with which you disagree, as well as your reasons for agreeing or disagreeing.

1. When it comes to the essential elements it may support the development the children with delays or disabilities by allowing the child to be integrated with others students who may or may not be delayed or disabled that's called mainstream. Mainstream is where we mix children in the same class regardless of gender, race and disability. We don't want to automatically assume they are not able to do everything like others when we in reality they can they might just need a little it more help by being pulled out of class for extra support. It is important to allow students to have that mainstream option because it can help students with their social development they learn how to interact with others who may or may not be like them. In the school system they do have different programs where they can be with others to have more support or being in a regular classroom it really depends on the student and what would be best for them or what their IEP says they need to be successful. In the article Least Restrictive environment it says "Fair isn't everyone getting the same thing. Fair is everyone getting what they need in order to be successful." I think that's important because some kids will say oh that's not fair for so and so to get this but in reality fair for you might not be fair for someone else like for example you might need captioning for a video but someone else might so they can learn to. Everyone can learn but everyone learns differently that's why we have different methods of teaching because everyone might not learn the same way as you do. In the book it talks about different acts and programs to make it fair with those with disabilities because in this world we have to be able to adapt based off of what we need.

2.The Least Restrictive Environment (LRE) principle ensures that children with disabilities receive an equitable and inclusive education. Key elements supporting the development of young children with delays or disabilities include inclusive education, individualized support, and family involvement. These elements are underscored in Chapter 1 of the text and the accompanying handout on LRE.

Inclusive Education
Inclusive education places children with disabilities in general education classrooms alongside their peers. According to the readings, "the first consideration for placement must be a general education classroom in the school the child would have attended if s/he didn't have a disability" (EP Magazine, March 2020, p. 43). This approach promotes social integration and exposure to diverse learning environments, crucial for social and cognitive development. Research shows that both students with and without disabilities benefit academically from differentiated instructional techniques used in inclusive settings (EP Magazine, March 2020, p. 43). Similarly, according to "Exceptional Lives: Special Education in Today's Schools," inclusion facilitates the development of social skills and academic progress by providing children with disabilities the opportunity to learn alongside their peers (Turnbull et al., 2020, p. 28).

Individualized Support
Providing individualized support through appropriate modifications, accommodations, and services is another critical element of LRE. The IDEA mandates that children with disabilities must receive services in the least restrictive environment with necessary supports (EP Magazine, March 2020, p. 43). These supports are designed to meet each child's unique needs, as reflected in their Individualized Education Program (IEP). For example, a Functional Behavioral Assessment (FBA) can help develop Positive Behavioral Interventions and Supports (PBIS) to address behavioral issues affecting a child's placement (EP Magazine, March 2020, p. 43). Tailoring support to the child's specific requirements ensures they can thrive in an inclusive setting. Turnbull et al. (2020) highlight that individualized support is essential for addressing the unique needs of children and ensuring their success in inclusive environments (p. 34).

Family Involvement
Family involvement is essential in making informed placement decisions and ensuring the success of children with disabilities. The readings emphasize that "parents are part of the team that makes the placement decision" and that these decisions should not be based on disability or program categories (EP Magazine, March 2020, p. 43). Involving families in the decision-making process ensures that the child's needs and family preferences are considered, fostering a collaborative approach to education. Turnbull et al. (2020) stress the importance of family participation in the IEP process, noting that it leads to more effective educational planning and implementation (p. 40).

Incorporating these essential elements-inclusive education, individualized support, and family involvement-supports the development of young children with delays or disabilities. By ensuring that children are educated in the least restrictive environment, tailored to their unique needs, and with active family participation, we provide a more equitable and effective educational experience that promotes their overall development.