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The TASH, or The Association for the Severely Handicapped mission is for school communities to be transformed in a way that all students work together despite of ability or disability. This includes the severe-to-profound population.The rationale is that TASH wants for all students to justifiably
- be presumed competent
- feel welcome as valued members of GenEd
- be able to participate and learn with their classmates within a GenEd environment and following the GenEd curriculum
- learn to reciprocate within an academic and social perspective.
TASH presents an ideal scenario which could undoubtedly benefit all students with disabilities in a fair and legal way. One where everybody is 100% ready to serve both GenEd kids and SPED kids within an open environment that will become contained when needed. Certainly all the points mentioned above are what constitute the "pros" of TASH. It looks forward to provide all possible opportunities for students with disabilities to interact in the natural environment that is supposed to be provided in GenEd classrooms.
As far as the cons go, it is an unfortunate reality that all depends on money. We must question whether state budgeting and general budgeting from government has these same interests in mind. Is the government willing to train teachers to co-teach in a 100% inclusion environment? Other questions are:
- How will severe to profound students be served if there are not enough teachers trained in this particular type of disability.
- How much money will be needed to secure a GenEd classroom to the point of being safe enough for severe-to-profound students and their different conditions.
- Will full inclusion benefit GenEd students and what are the statistics showing these benefits?
TASH has the best interests of students in mind, but we cannot ascertain that their interests will go beyond and become a reality that will be maintained by the government and their education budgeting.
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