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CHS 360, Inclusion and Self Determination Notes

by: Shelby Sauer

CHS 360, Inclusion and Self Determination Notes CHS 360

Shelby Sauer
GPA 3.6

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About this Document

These notes will cover what we reviewed in the videos and the readings for this section. This section of the class is HIGHLY based on the readings. Some of the readings are pretty long, so these no...
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This 2 page Class Notes was uploaded by Shelby Sauer on Saturday October 8, 2016. The Class Notes belongs to CHS 360 at University of Nevada Reno taught by Dr. Robin Dunn in Fall 2016. Since its upload, it has received 11 views. For similar materials see Disablility Issues in Health Ecology in Biology, Chemistry, Community Health Sciences, Core Humanities, Nutrition at University of Nevada Reno.

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Date Created: 10/08/16
CHS 360 Section 5: Inclusion and Self­Determination Note: Anything that is highlighted was specifically noted by Professor Dunn that it will be on the exam! So know these! This sections is highly based on the readings and the videos, so I’ll be  touching base on the important concepts from each of them.  Inclusion  In this class, this term is referring to integrating children with disabilities into normal  education setting classrooms.  School districts must educate students with disabilities in the regular classroom with  appropriate aids and supports along with their nondisabled peers in the school they attend  Inclusion can lead to self determination Self Determination  The process of making things happen in one’s own life  Involves the capacity, the needed supports, and the opportunity provided for making  choices, setting goals, solving problems, and making decisions.  Choices and decisions may be related to where a person lies, whether the person has a  job, and how the person spends leisure time “The Stairs Didn’t Go Anywhere”  Norman Kunc is a sought­after consultant and speaker on a wide range of educational,  disability, and social justice issues.   Norman was born with cerebral palsy and attended a segregated school for students with  disabilities from the age of three until 13 when he was included in a general education  school.  Norman received physiotherapy, occupational therapy and speech therapy while in  school.  Norman realized in his physical therapy his therapists were giving him the message, “it  was not a good thing to be disabled and that the more [he] could reduce or minimize [his] disability the better off [he] would be.”  “The implicit message that permeated all my therapy experiences was that if I wanted to  live as a valued person, wanted a quality life, to have a good job, everything could be  mine.” “Is Full Inclusion A Good Idea?”  Mission Hill is a full inclusion school.  Teachers need help with handling full inclusion classrooms  Teachers want to do everything they can to provide an environment to support both the  children with disabilities and those who do not have disabilities.  Supporting the students emotionally is their biggest concern.  “Presuming Competence”  The tradition in American education to assume incompetence of students who hae severe  communication impairments extends beyond autism.  Students “become” mentally disabled on the basis of their performance on intelligence  tests and adaptive behavior scales.   Federal courts have found that if a student is determined to not be benefiting from  inclusion in the regular classes, then exclusion in permissible.  The principle of presuming competence leads to consideration of a series of corollaries.  There needs to be a strong commitment to inclusive education that expects student  agency, where the participation of the student in the heart of the classroom is a given, not  an experiment.   Participation should amount to more than physical presence.   Disability ma cause some student to experience the world in ways that may be  dramatically different in degree and even the nature from other students.   The idea of “normal” is itself a social construct and can be altered. 


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