6-1 COM 213 Speech Outline (3)
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School
Southern New Hampshire University *
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Course
COM-213
Subject
Communications
Date
Apr 3, 2024
Type
docx
Pages
3
Uploaded by Darkmaster1939
COM 213 Speech Outline Template
Use this template to plan the organization and content of your speech. Replace the bracketed text with your responses. You may use bullet points unless otherwise noted. Planning
Speech Topic: Inclusive Education
General Purpose Statement This is a persuasive speech on how inclusive special education is overall a better learning experience for children.
Audience Information:
Teachers and other educational professionals interested in inclusive education.
Audience Considerations: It is important to know your audience and consider why they are there to
listen to your speech in the first place. In my case, it would be to gain knowledge about special
education in schools and how it meshes with general education. Using appropriate language and terms
and using elements the audience may already be familiar with the concept. Introduction
Attention Getter: According to pewresearch.org, published July 24th, 2023, there were 7.3 million disabled students in U.S. public schools. This made up 15% of national public school enrollment during the 2021-22 school year.
Statement of Credibility
: Hello, my name is Courtney Garnett and I have been in public education for the past 3 years, all my experience has been in the area of special education. I also have a 17-year-old son who was diagnosed with Autism at the age of 9 years old.
Relevance Statement: This is important because if you are a teacher of any kind in a school district, you probably have a student with special needs in your classroom.
Thesis Statement:
Strategies for special and general education teachers to enhance inclusivity and foster positive learning outcomes for all students in the classroom
Body
Write the body of your speech. Make sure to support all points and sub points with evidence, explanations, and citations and use complete sentences
. Thank you for joining me today , inclusive education is a deeply personal topic to me. My name is Courtney Garnett, and for the past three years, my journey in public education has been exclusively within the realm of special education. However, my commitment goes beyond my professional life; it extends to my 17-year-old son, who was diagnosed with Autism at the age of 9.
As we start this discussion, let's start with some research information. According to pewresearch.org, as of the 2021-22 school year, 7.3 million disabled students were enrolled in U.S. public schools, constituting 15% of the national public school enrollment. This statistic is not just a number; it represents the diverse and unique individuals who bring a kaleidoscope of strengths and challenges into our classrooms every day.
Special education, as defined by Hornsby (2014), is a comprehensive, research-based set of instructional and assessment techniques designed to address academic, behavioral, emotional, physical, health, or sensory problems. It is a crucial facet of education that aims to improve the scholastic, social, behavioral, and physical development of each student, promoting equity and access to all aspects of schooling, community, and society.
Now, let's explore the concept of inclusive special education, a vision that unites educators, families, students, and community members. Inclusive education fosters a sense of acceptance, community, and belonging. In inclusionary schools, all students are not just accommodated but welcomed, acknowledged, affirmed, and celebrated in age-appropriate, top-notch general education classrooms within their local schools.
Addressing misconceptions surrounding inclusive education, it's vital to recognize that the right to education is a fundamental human right. While some argue that full inclusion is the only way to honor this right, we must navigate the nuanced balance between moral and human rights. Every child has a unique set of needs, and the path to fulfilling their rights may not always be a one-size-fits-all approach.
Advocates of inclusive education stress the importance of avoiding labels and stigmatization. The fear is that identifying students for special education needs may lead to negative perceptions. However, this presents a dilemma, as avoiding identification may result in students not receiving the tailored instruction they require. We must find a middle ground that ensures every child's needs are met without
perpetuating harmful labels.
Navigating the legal landscape of special education, the Individuals with Disabilities Education Act (IDEA), initially enacted in 1975, emphasizes the right to a "free and appropriate education" for all students, regardless of their financial situation or handicap. Differentiating who needs services and who doesn't is undoubtedly challenging, considering the unique needs of each child.
Going beyond the law, we must recognize the inherent human right each student has to an education tailored to their needs. Empowered students are more likely to become self-advocates, contributing positively to their education and advocating for inclusivity in society.
One powerful tool in achieving this empowerment is personalized learning. Special education allows for personalized learning plans, addressing each student's unique strengths and challenges. By embracing inclusive education, we shift the focus from limitations to recognizing and nurturing the unique strengths and talents of every student.
Conclusion
Statement of Closure: Recap of Thesis/Main Points: In conclusion, inclusive education is not just a moral imperative; it is a practical necessity for creating an educational system that truly serves the needs of all students. If we choose to leave any child behind or treat them as if they matter less than others, we are making a colossal mistake. We need to commit to strategies that enhance inclusivity, foster positive learning
outcomes, and ensure that no child is left behind in our collective journey towards an equitable and empowering educational system.
Thank you for your attention and commitment to the future of our youth and our country. Together, let us champion inclusive education for a brighter tomorrow.
References
[
Schaeffer, K. (2023, July 24). What Federal Education data shows about students with disabilities in the U.S.
Pew Research Center. https://www.pewresearch.org/short-reads/2023/07/24/what-federal-education-data-
shows-about-students-with-disabilities-in-the-us/#:~:text=The%207.3%20million
%20disabled%20students,over%20the%20last%20few%20decades
.
Wang, M., Reynolds, M., & Walberg, H. (2000). I H Rethinking Special Education - ASCD
. Rethinking Special Education. https://files.ascd.org/staticfiles/ascd/pdf/journals/ed_lead/el_198609_wang.pdf
Sacks, A., & Sacks, A. (2009). Special education. [electronic resource]
: a reference book for policy and curriculum development
(2nd ed.). Grey House Publishing.
Koch, K. (2000). Special education. In CQ Researcher. CQ Press https://doi.org/10.4135/cqresrre20001110
Wynne, S. A. (2009). Special Education : Teaching Students with Behavioral Disorders/emotional Disturbances: Teacher Certification Exam
. XAM Online, Inc.
Hornby, G. (2014). Inclusive special education : evidence-based practices for children with special needs and disabilities
. Springer.
Reynolds, C. R., Vannest, K. J., & Fletcher-Janzen, E. (2015). Encyclopedia of special education : a reference for the education of children, adolescents, and adults with disabilities and other exceptional individuals
(Fourth edition.). Wiley.
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