Human Rights in the Classroom

Inclusion, including students with disabilities in the general education classroom, has become the norm in the United States due to Public Law 94-142 (P.L. 94-142). The requirements of P.L. 94-142, now the Individuals with Disabilities Education Improvement Act (IDEIA), are explained in this chapter. Additionally, school districts are required to provide students with disabilities assistive technologies. Twenty-first century classrooms are now using Apple's iPad on a regular basis, with all students, in place of other assistive technologies. Apple's App Store offers numerous applications that can be used by students with disabilities. The purpose of this chapter is to provide a review of special education laws in the United States, while offering educators, parents, and specialists an overview of applications that have been developed for a variety of disabilities. Each application is categorized and briefly explained. The cost and compatibility with Apple devices is also provided.

Contemporary Issues of Special Education in Turkey

The first international declaration of inclusive education through the Salamanca Statement (UNESCO, 1994) underlined the importance and necessity of inclusive practices and recommended that all students should benefit from the same educational approaches in the same environment. In addition to that, growth in field applications, published research papers, the number of trained professionals, and general awareness around students with disabilities triggered the improvement of special education services in Turkey during the last three decades. This article displays a brief history of special education, laws and regulations, the path of special education, and introduces contemporary issues in special education in Turkey. Without recognizing the existing situation and contemporary issues of the field of special education, it is not possible to take steps for planning and obtain better outcomes.

Strengths, Pitfalls, and Potential in Norway’s Approach to Special Education

Despite not having specific special education laws, Norway’s Lov om grunnskolen og den vidaregåande opplæringa (Act Relating to Primary and Secondary Education and Training) law provides individualized instruction to students who qualify for special education services after an extensive evaluation process. Improvements are recommended in special education competency among general education teachers to improve the educational outcomes of students with behavioral challenges and also to help educators meet Norway’s preference to keep students with disabilities in general education classrooms.

Inclusion and Special Education

The purpose of this paper is to trace the historical trajectory of special education and how societal perspectives influenced the special education movement. It aims to answer if special education and inclusion have achieved their goals for all individuals, especially those with disabilities. A review of historical trends, special education laws, and key constructs showed that there were both positives and negatives aspects. It also revealed that the absence of a clear definition, standards, and objectives for inclusion and least restrictive environment is just one of the roots of the problem. Moreover, the lack of empirical studies on the effectiveness of inclusion and the lack of knowledge and awareness of the provisions of special education laws by stakeholders contribute to the issues surrounding inclusion implementation. Recommendations include that all stakeholders should have historical awareness and discriminative ability, in-depth comprehension of special education laws, and adapting the same definition, standards and clear objectives in implementing inclusion programs.

Human Rights in the Classroom

Inclusion, including students with disabilities in the general education classroom, has become the norm in the United States due to Public Law 94-142 (P.L. 94-142). The requirements of P.L. 94-142, now the Individuals with Disabilities Education Improvement Act (IDEIA), are explained in this chapter. Additionally, school districts are required to provide students with disabilities assistive technologies. Twenty-first century classrooms are now using Apple's iPad on a regular basis, with all students, in place of other assistive technologies. Apple's App Store offers numerous applications that can be used by students with disabilities. The purpose of this chapter is to provide a review of special education laws in the United States, while offering educators, parents, and specialists an overview of applications that have been developed for a variety of disabilities. Each application is categorized and briefly explained. The cost and compatibility with Apple devices is also provided.