In this brief presentation, I will talk about the process and procedure for applying a full inclusion program for learning disabled students (s) in the secondary Level.The concept of inclusion is incorporated into PL 94-142 , known as the Law on Education for All Handicapped Children Act of 1975. One of the main objectives of the Act is to ensure that a free appropriate public education available to all students with learning disabilities. Furthermore, as enshrined in P.L. 94-142 is a condition that requires that to the extent possible, all children and youth with disabilities are educated in the regular classroom environment.Before a school may decide that there must be a full inclusion program on campus must have an agreement for all staff to work collaboratively in the process of digital inclusion and develop a sense of community within the school environment. Embedded within this community is a group of individuals who have learned to communicate honestly with others and have developed a commitment to rejoice together, mourn together, delight in each other, pray together and make each one its own terms. Included within this community are the following key personnel: the regular teacher, the teacher day special class, itinerant teachers working with learning disabled students, school psychologists, nurses, administrators, regular education students, learning disabled students (s) and parents of both regular education and learning disabled students.If the concept of "community" for its success to the learning needs of students with disabilities met in the regular education environment, all the talents, gifts and strengths that are within the student (s) of skills should be recognized, encouraged and used for further possible.When the school has chosen to work as a "community" and develop a full inclusion program in its' place for learning disabled students (s), instructors or "advisors" to be acting in a supporting role for the student (s) will to begin to develop a carefully planned program that will allow students in the digital inclusion program to develop self-esteem, social skills and feel successful. First, the teacher advisor needs to identify the strengths of the child and the gifts and talents that enable them to succeed in the total inclusion program. Here, it is important during the planning process for the consultant to meet the child talking to: the child, the child's friends and classmates, the child's family and former teachers of the child. Then the faculty advisor must develop an academic program that allows students with learning disabilities to work on their own skill level and promotes the concept of developing social skills within the regular classroom.Third, teacher / counselor should help learning disabled students develop a "circle of friends" who can provide support, concern, care and encouragement for learning disabled students in regular education classroom. This "Circle of Friends" will act as a network to enable the effective participation of children in a friendly, caring, and supportive role with their peers. At the secondary level, this group of students working both with the teacher / counselor and the student (s) Included in the program participate in the following activities: to help the student (s) to get to class on time, provide assistance children in class and act as a peer tutor / mentor, provide all necessary assistance to students with learning disabilities (s) during the interactions and communications with other regular education students, promote learning disabled students (s) to socialize and be part of the regular student body population, encourage participation in school activities and events, and act as an "advocate" for learning disabled students (s) in case of situations lack of sensitivity shown by others to learning disabled students (s) In "Circle of Friends." firmly established, the teacher / adviser needs to meet regularly with the student and the "Friends" once a week to discuss how the program is working and to address any concerns that the support group or the student feels the need to address. Finally, the teacher / counselor must establish a program of collaboration among and between himself and regular education teachers of their children. In addition, parents of the child should be included as part of this collaborative team approach. This collaborative team is not only involved in planning instructional programs for students, but also assumes responsibility for teaching cooperation, accommodation and necessary adjustments, and continuous monitoring and assessment of student learning mobility Guests (s) of success in the regular education program. It is the responsibility of this team work together to ensure that all areas of student learning and socialization, that is, developing friendships, behavior management, speaking clearly, and participate actively in the classroom occurs in all areas of student's day. Collaboration is one of the most important components of a successful full inclusion. Without it, friction and dissent will take place between staff from reaching the learning disabled student (s) and result in learning disabled students (s) feel that he / she is a failure. When there is collaboration, which requires intensive education of regular education teachers and students of the benefits of the program before implementing the program, all actors involved in the process should begin to see, recognize and appreciate the gifts, talents and strengths that all students, including learning disabled students (s) has and may contribute to the instructional program and the educational climate in a given school.As a former Special Education teacher who actively participated in a program inclusion for an eighth-grader with Down syndrome is the year of eighth grade regular education classes and then continued his secondary education in its entirety regular education classes, I've experienced and seen first hand that the inclusion can and does work and that should be offered to all students with learning disabilities who are able to participate in the program. The total inclusion program that applies, is used by other teachers and schools in the Los Angeles Unified School District as a model that allowed many students with learning disabilities to experience the opportunity to receive the educational instruction in a regular education classroom environment.ReferencesLos Los Angeles Unified School District. Bulletin # 49. June, 1993. Special Education Division. Least restrictive environment for special education students. NICHCY. National Center for Children and Youth with Disabilities. 1991. Washing, D. C. Vol 1, No. 1, pp 1-15.Schaffner, C., and Buswell, B. Gates Open: Strategies for the inclusion of all regular education students. 1991. PEAK Parent Center, Inc. Colorado Springs, Colorado. Chapter 1. Team Approach. p.9-12.Stainback, S. and Stainback, W. 1992. Curriculum Considerations in Inclusive Classrooms. Chapter 1. Towards an integrated school. p 3.17
