A Reflection on FAPE, IDEA, Student Needs, and Inclusive Practices

This report presents a reflection on the concepts of FAPE (Free Appropriate Public Education), IDEA (Individuals with Disabilities Education Act), and the individual needs of students with varied disabilities. It explores the author's stance on full inclusion, inclusive education, and unified systems, examining the importance of creating a supportive and equitable learning environment for all students, including those with disabilities. The reflection delves into the author's teaching philosophy, emphasizing the importance of recognizing and nurturing the unique abilities of each student. The report also discusses the challenges and benefits of inclusive practices, the need for educators to address discrimination and promote understanding, and the role of teachers in fostering friendships and changing perceptions of disabilities. The author's personal experiences and beliefs regarding the treatment of students with disabilities and the broader implications of inclusive education are also considered.

Running head: MANAGEMENT
Management
Name of the Student
Name of the University
Author Note

1MANAGEMENT
After going through the things through the courses like FAPE, IDEA and others, it can be
said that children with varied disabilities will need various sorts of care from the teaching
personnel. It would be good for their overall growth (Hornby, 2015). Children might suffer from
disabilities but it is not good for others students to bully them or insult them by various means. It
will only be justified if I can make others convince about the disability of a particular child and
the type pf care and attention he needs to get completely cured. Full inclusion within the
classroom will be a method through which I can make these students with disabilities much
comfortable.
Otherwise, it would almost be impossible for them to handle the level of discrimination
they will get to face. I am in favor of implying the unified system that would protect these
helpless children from utter discrimination within the society. According to my teaching
philosophy, it I always my responsibility to bring out the best efforts from my students even with
disabilities (Hornby, 2015).
I understand that disabled children will not always be like the normal children but they
will have at least something unique that will make them different. I always try to find out that
unique thing. I will be more than happy if all these attempts of ours can constitute a full inclusive
society (Able et al., 2015). The entire community will act like a unified system and include
everyone with disability and help them to improve their cognitive abilities.

2MANAGEMENT
References
Able, H., Sreckovic, M. A., Schultz, T. R., Garwood, J. D., & Sherman, J. (2015). Views from
the trenches: Teacher and student supports needed for full inclusion of students with
ASD. Teacher Education and Special Education, 38(1), 44-57.
Hornby, G. (2015). Inclusive special education: Development of a new theory for the education
of children with special educational needs and disabilities. British Journal of Special
Education, 42(3), 234-256.