EDUCATIONAL LEADERSHIP

Free Appropriate Public Education abbreviated as FAPE, Least Restrictive Environment, and Inclusion are important for improving the academic performance of students. Crockett, & Kauffman, 2013 explains that this is because of the following:
First, inclusion provides students with more engaged instructional time giving them a greater exposure to academic activities which leads to greater academic activity. Secondly, FAPE, LRE, and inclusion ensures that the regular students set an example for the appropriate classroom behavior as well as social behavior to the special students. This serves to model them to be appropriate. This is because the regular education students will serve as role models for the good adaptive, communication and social behavior.
Third, this inclusion enables the special students make new friends and interacts with diverse talents and experiences. This interaction provides a more stimulating environment for the special students thus leading to more learning and growing. The exposure also improves their acceptance by the general community reducing the labeling concerns that characterize their lives and in most cases hindering their learning ability. The net effect is a greater learning success.
Fourth, self-respect, as well as a boosted self-esteem, comes with the inclusion of special students. These are the fundamental benefits that separation denies them. When these students interact and connect with regular students, they gain a feeling of self-worth. They can, therefore, see themselves as regular and with potential just like their regular fellows. This idea is important in improving their learning outcomes.
Finally, there is an improved competence that comes with FAPE, LRE and inclusion for the special students. Students with disabilities have demonstrated improved standardized test scores, mastery and reading performance in an inclusive setting as opposed to segregated units.

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