Special education inclusion has been a hot debate topic for some time now. There are advocates on both sides of this issue, but to understand it, we must first define what inclusion is. This term expresses commitment to educate each child, to the maximum extent appropriate, in the school and classroom he or she would otherwise attend. It involves bringing the support services to the child (rather than moving the child to the services) and requires only that the child will benefit from being in the class (rather than having to keep up with the other students).

There are also those who believe in full special education inclusion which states that regardless of the disability, students should be in a full time general education classroom and all services should be provided within the general education classroom.

The Individuals with Disabilities Education Act (IDEA) does not require inclusion. However, the law does require that children with disabilities must, to the maximum extent appropriate, be educated in the least restrictive environment (LRE). IDEA considers the general education classroom to be the least restrictive environment. IDEA recognizes that it is not appropriate to place all children in the regular education classroom. Therefore, the law requires school districts to have a “continuum of placements” available, extending from the regular education classroom to residential settings, in order to accommodate the needs of all children with disabilities. Using the continuum concept makes it more likely that each child would be placed appropriately in an environment that is specifically suited to meet his/her needs. The law intends that the degree of “inclusion” be driven by the student’s needs as determined by the IEP.

In developing the Individual Education Program (IEP) for a child with disabilities, the IDEA requires the IEP team to consider placement in the regular education classroom as the starting point in determining the appropriate placement for the child. If the IEP team determines that the “least restrictive environment” appropriate for a particular child is not the regular education classroom for all or part of the IEP, the IEP team must include an explanation in the IEP as to why the regular education classroom is not appropriate.

The purpose of these requirements is to carry out the intent of the IDEA, which is to educate as many students with disabilities as possible in the regular education classroom, while still meeting their unique, individual needs. Robert T. Stafford, the Republican Senator from Vermont and one of the bill’s primary sponsors, has argued that the legislation is essential if we are to allow children with special needs to live ordinary lives (Arnold and Dodge, 1994).

Perhaps there are those out there who are currently seeking special education jobs. Possibly, you have recently interviewed and are anticipating a decision on whether you got the position. Maybe you have recently completed your graduate or undergraduate courses and are awaiting the transcripts. Or finally, maybe you are vigorously mailing out resumes and cover letters

A point of consideration; keep your resume short, sweet, and current. The amount of time that an administrator devotes to that 1st look is approximately ten to thirty seconds. How will your resume be different and thus allow you to rise above the rest? Do you have any experience in special education or have you worked with CEC, ARC, or the Special Olympics? Maybe you have experience working with special education kids at a camp or through babysitting. All of those experiences contribute to creating an outstanding candidate.

You should sprinkle your resume with current buzzwords (accountability, achievement, diversity, inclusive practices). Don’t overuse them, however, if they are appropriate for your expertise, it demonstrates that you are a nonstop learner and practitioner.

Make certain that you have turned in all the applicant paperwork that your school divisions need. It can hurt applicants of special education jobs if the application on the website or the phone interview has not been completed, or letters of recommendations and transcripts don’t seem to be easily accessible.

If you are intent to show a portfolio during the interview, limit it to the highlights. At this time of year, directors are making an attempt to find the most effective applicants in the least quantity of time, and your ability to focus on your best examples is a plus.

Also, don’t forget that an easy way to find out about job opportunities is thru networking — neighbors, family, friends, dropping off resumes, and making phone calls. Who can you think of and who will help facilitate your career? Mentoring may be a large part of an administrator’s calling — use your professors, teachers, or building-level personnel to assist you in achieving your career goal.