Inclusion in the elementary specialty areas: art, library, music and physical education

In compliance with providing the least restrictive environment, children with varying degrees of disabilities are being included into the general education classroom. This study focused on facilitating the inclusion of children with moderate to severe special needs into the elementary specialty areas including library, music, art and physical education. This study was conducted in a school district in southern New Jersey using inter-office mailings. Data was collected by providing a completed student profile and a sample needs assessment to teachers in each specialty area. The teachers completed the sample needs assessment based on their perceived knowledge regarding the child that was to be included into their class. The areas of need assessed include instructional adaptations, behavior, academics, communication needs and health issues. The data was tabulated according to importance based on the teacher\u27s input. The findings indicated that the most common concern was in the area of instructional adaptations. Comments on the sample needs assessment stated that the student profile was a useful tool in facilitating inclusion of a child with moderate to severe special needs but was considered lengthy and therefore not a realistic option for all included children