Inclusive Teaching as Responsive Education 

1. Describe your perceptions of and experiences working with individuals with disabilities.
2. Describe what you know about the specific laws that govern special education.
3. What questions do you have about teaching students with disabilities?
4. Describe who are you as an educator and professional and what you hope to gain from participating in this class.

2. Thoroughness & Quality

This criterion is linked to a Learning OutcomeThoroughness & Quality

4 to >2.0 pts


All 3 questions are answered thoughtfully and completely. The answers are clearly articulated. Each answer is at least 5 sentences long.


1 to >0.0 pts


Assignment is posted on time.

SAGE Journal Articles (optional resource)

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 (Links to an external site.)

Abstract: The purpose of this article is to contrast responsible with irresponsible inclusion practices for students with learning disabilities. Guidelines for responsible inclusion are that the student and family are considered first, teachers choose to participate in inclusion classrooms, adequate resources are provided for inclusion classrooms, models are developed and implemented at the school-based level, a continuum of services is maintained, the service delivery model is evaluated continuously, and ongoing professional development is provided.

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 (Links to an external site.)

Abstract: Intended as professional development for both new and experienced special educators, this article provides both the basic requirements and nuanced issues for foundational, successive, and overlapping key components under the Individuals With Disabilities Education Act (IDEA): (a) child find, (b) eligibility, and (c) free appropriate public education (FAPE). The introductory section identifies ensuing IDEA components along with relatively recent references for each of them. Next, the section for each component includes the pertinent IDEA statutory provisions or regulations, the basic criteria, one or more nuanced issues, and illustrative court decisions of recent vintage. This treatment shows that the key components are not mutually exclusive, scientifically or professionally precise, or clearly uniform in their case law interpretations and applications. The concluding section offers suggestions for teacher educators for improving the relevant and useful legal knowledge of future special educators. It also provides the culminating message that maintaining current legal literacy is challenging but useful within the larger context and primary purpose of achieving effective results for students with disabilities via communication and collaboration with parents.

IDEA 2004: Changes in Initial Evaluation and Reevaluation
 (Links to an external site.)

Description: This video provides details as to IDEA 2004 provisions directly related to the IEP process.

TED Talk: Disabling Segregation
 (Links to an external site.)

Description: This TED Talk given by Dan Habib presents his personal experience in advocating and ensuring that his child with cerebral palsy is provided with an inclusive education.

TED Talk: Isn’t It a Pity? The Real Problem With Special Needs
 (Links to an external site.)

Description: This TED Talk given by Torrie Dunlap focuses on the importance of providing inclusive opportunities for students with disabilities.

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