title: 2023 Formula One World Championship

text: The following constructors and drivers are under contract to compete in the 2023 World Championship. All teams are due to compete with tyres supplied by Pirelli. Each team is required to enter at least two drivers, one for each of the two mandatory cars.


title: 2023 Formula One World Championship

text: Honda returns as a named engine supplier to Red Bull Racing and AlphaTauri, with both teams' engines badged as Honda RBPT. While Red Bull Powertrains had planned to take over assembly and maintenance of the engines from this championship onwards, it was later agreed that Honda would continue its technical support of Red Bull Racing and AlphaTauri until the end of 2025.


title: 2023 Formula One World Championship

text: Sebastian Vettel retired at the end of the 2022 championship, ending his Formula One career after 16 seasons. His place at Aston Martin was taken by Fernando Alonso, who left Alpine after two seasons. His replacement was initially announced as the 2021 Formula 2 Champion and reserve driver Oscar Piastri. Shortly after the announcement, Piastri stated that he had not signed a contract for 2023 and that he would not be driving for Alpine. The FIA Contract Recognition Board ruled that he did not have any contractual obligations to race for Alpine. Pierre Gasly, who had a contract to drive for AlphaTauri, is due to move to Alpine, replacing Alonso. Gasly is due to be replaced by the 2020–21 Formula E and 2019 Formula 2 Champion Nyck de Vries.


title: 2023 Formula One World Championship

text: Daniel Ricciardo left McLaren after two seasons. Although he had a contract to drive for the team in 2023, it was terminated during the 2022 championship by mutual agreement. Ricciardo's seat is due to be filled by Piastri, who will make his Formula One debut. Nicholas Latifi left Williams after spending three seasons with the team. His seat is due to be filled by Logan Sargeant, who would make his Formula One debut by graduating from Formula 2, as well as becoming the first American Formula One driver to compete since Alexander Rossi in with former team Marussia. Mick Schumacher left Haas after two seasons. His seat is due to be taken by Nico Hülkenberg, who last competed in Formula One as a full-time race driver in with former team Renault.


title: 2023 Formula One World Championship

text: Following large amounts of porpoising during , the FIA is proposing to introduce changes to the regulations to limit excessive porpoising. Floor edges would be raised by and the throat of the diffuser would also be raised, by a yet to be determined amount. The diffuser edge stiffness will be increased and an additional sensor will be mandated to monitor the porpoising phenomenon more effectively. Lateral floor deflection tests are also due to be more stringent.


title: 2023 Formula One World Championship

text: Following Zhou Guanyu's crash at the 2022 British Grand Prix, a rounded top will now be required on the roll hoop, which will reduce the chance of it digging into the ground during an accident; a change will be made to ensure a minimum height for the point of application of the homologation test; there will be a new physical homologation test where the load pushes the roll hoop in the forward direction; there will be a definition of new tests, to be carried out by calculation.


title: 2023 Formula One World Championship

text: The FIA altered the wording of the aerodynamic regulations, after Mercedes produced a front wing which exploited a potential loop-hole in the regulations. Mercedes introduced slot gap separators on their front wings at the 2022 United States Grand Prix, although they did not intent to run them at the event. Rival teams argued that the new front wing was illegal. Mercedes argued that the regulations allowed slot-gap separators as they were "primarily" there for "mechanical, structural or measurement reasons", and therefore any secondary aerodynamic benefit would be allowed. The FIA ruled that the brackets were illegal at the following 2022 Mexico City Grand Prix, and changed the wording of the regulations to avoid other teams using a similar argument in the future.


title: 2023 Formula One World Championship

text: With the intention of making tyre usage more sustainable in the future, Formula One will trial a reduction in allocated tyre sets from 13 to 11 at two races in 2023. At these races the use of tyres in qualifying will be mandated as hard in Q1, medium in Q2 and soft in Q3, assuming that the weather is dry. Teams are usually free to choose which tyre compound they run during qualifying.


title: 2023 Formula One World Championship

text: Pirelli announced a change to the available tyre compounds for 2023, with a compound to be inserted between the old C1 and C2 compounds. This change is supposed to provide teams with more flexible strategy options after criticism towards the original C1 compound for a large drop in grip compared to the other tyres.


title: 2023 Formula One World Championship

text: The budget cap is reduced to $135 million. It was originally set at $140m in before being increased to $142.4m to account for inflation.


title: 2023 Formula One World Championship

text: The sprint format is due to be run at six Grands Prix from this season onwards, compared to three in and . It is due to take place at the Azerbaijan, Austrian, Belgian, Qatar, United States and São Paulo Grands Prix.


title: 2023 Formula One World Championship

text: The FIA's International Sporting Code has been updated for 2023 to include stricter controls on drivers and teams making political statements with a new article 12.2.1n introduced stating that drivers and teams must receive FIA permission before conducting a political statement or protest and that any protest without permission would be considered a breach of the FIA's neutrality rules. The move was widely seen as response to acts such as Lewis Hamilton wearing a t-shirt in support of police-killed black-American woman Breonna Taylor on the podium at the 2020 Tuscan Grand Prix.


title: 2023 Formula One World Championship

text: The FIA are due to take further steps to relax COVID-19 safety protocols that were first introduced in . These relaxing of restrictions includes the removal of the need for proof of vaccination for those working in the paddock. The FIA had previously dropped the requirements for mandatory face masking and mandatory COVID-testing in .


title: 2023 Formula One World Championship

text: There is due to be one pre-season test, at the Bahrain International Circuit in Sakhir on 23–25 February.


title: Kettering

text: Kettering is a market and industrial town in North Northamptonshire, England. It is located north of London and north-east of Northampton, west of the River Ise, a tributary of the River Nene. The name means "the place (or territory) of Ketter's people (or kinsfolk)".


title: Kettering

text: In the 2011 census Kettering's built-up area had a population of 63,675. It is part of the East Midlands, along with other towns in Northamptonshire. There is a growing commuter population as it is on the Midland Main Line railway, with East Midlands Railway services direct to London St Pancras International taking about an hour.


title: Kettering

text: Kettering means "the place (or territory) of Ketter's people (or kinsfolk)". Spelt variously Cytringan, Kyteringas and Keteiringan in the 10th century, although the origin of the name appears to have baffled place-name scholars in the 1930s, words and place-names ending with "-ing" usually derive from the Anglo-Saxon or Old English suffix "-inga" or "-ingas", meaning "the people of the" or "tribe".


title: Kettering

text: Before the Romans, the area, like much of Northamptonshire's prehistoric countryside, appears to have remained somewhat intractable with regards to early human occupation, resulting in an apparently sparse population and relatively few finds from the Palaeolithic, Mesolithic and Neolithic periods. About 500 BC the Iron Age was introduced into the area by a continental people in the form of the Hallstatt culture, and over the next century a series of hillforts were constructed, the closest to Kettering being at nearby Irthlingborough.


title: Kettering

text: Like most of what later became Northamptonshire, from early in the 1st century BC the Kettering area became part of the territory of the Catuvellauni, a Belgic tribe, the Northamptonshire area forming their most northerly possession. The Catuvellauni were in turn conquered by the Romans in AD 43.


title: Kettering

text: The town traces its origins to an early, unwalled Romano-British settlement, the remnants of which lie under the northern part of the modern town. Occupied until the 4th century, there is evidence that a substantial amount of iron smelting took place on the site. Along with the Forest of Dean and the Weald of Kent and Sussex, this area of Northamptonshire "was one of the three great centres of iron-working in Roman Britain". The settlement reached as far as the Weekley and Geddington parishes. However, it is felt unlikely that the site was continuously occupied from the Romano-British into the Anglo-Saxon era. Pottery kilns have also been unearthed at nearby Barton Seagrave and Boughton.


title: Kettering

text: Excavations in the early 20th century either side of Stamford road (A43), near the site of the former Prime Cut factory (now the Warren public house), revealed an extensive early Saxon burial site, consisting of at least a hundred cremation urns dating to the 5th century AD. This suggests that it may have been among the earliest Anglo-Saxon penetrations into the interior of what later became England. The prefix "Wic-" of the nearby village of Weekley may also signify Anglo-Saxon activities in the area; Greenall reports that it could be "an indication of foederati, Anglo-Saxon mercenaries brought in to boost the defences of the Empire." This was established imperial policy, which the Romano-British continued after Rome withdrew from Britain around 410, with disastrous consequences for the Romano-Britons.


title: Kettering

text: By the 7th century the lands that would eventually become Northamptonshire formed part of the Anglo-Saxon kingdom of Mercia. The Mercians converted to Christianity in 654 with the death of the pagan king Penda. From about 889 the Kettering area, along with much of Northamptonshire (and at one point almost all of England except for Athelney marsh in Somerset), was conquered by the Danes and became part of the Danelaw, with the ancient trackway of Watling Street serving as the border, until being recaptured by the English under the Wessex king Edward the Elder, son of Alfred the Great, in 917. Northamptonshire was conquered again in 940, this time by the Vikings of York, who devastated the area, only for the county to be retaken by the English in 942.


title: Kettering

text: It is unlikely, however, that Kettering itself existed as a village earlier than the 10th century (the county of Northampton itself is not referenced in documents before 1011). Before this time the Kettering area was most likely populated by a thin scattering of family farmsteads. The first historical reference of Kettering is in a charter of 956 in which King Edwy granted ten "cassati" of land to Ælfsige the Goldsmith. The boundaries delineated in this charter would have been recognisable to most inhabitants for the last thousand years and can still be walked today. It is possible that Ælfsige gave Kettering to the monastery of Peterborough, as King Edgar in a charter dated 972 confirmed it to that monastery.


title: Kettering

text: At the Domesday survey in 1086, Kettering manor is listed as held by the Abbey of Peterborough, the church owning 10 hides of land. Kettering was valued at £11, with land for 16 ploughs. There were 107 acres of meadow, 3 of woodland, 2 mills, 31 villans with 10 ploughs and 1 female slave.


title: Kettering

text: The nearby stately home of Boughton House, sometimes described as the 'English Versailles', has for centuries been the seat of the Dukes of Buccleuch, major landowners in Kettering and most of the surrounding villages; along with the Watsons of Rockingham Castle, the two families were joint lords of the manor of Kettering.


title: Kettering

text: Kettering is dominated by the crocketed spire of about of the Parish church of SS Peter and Paul. Little is known of the origins of the church, its first known priest becoming rector in 1219–20. The chancel is in the Early Decorated style of about 1300, the main fabric of the building being mostly Perpendicular, having been rebuilt in the mid 15th century (its tower and spire being remarkably similar to the tower and spire of St Peter's Oundle). Whether the current building replaced an earlier church on the site is unknown. Two medieval wall paintings, one of two angels with feathered wings, and one of a now faded saint, can still be seen inside the church.


title: Kettering

text: In June 1607 at the nearby village of Newton, the Newton Rebellion broke out, causing a brief uprising known as the Midland Revolt, which involved several nearby villages. Protesting at land enclosures at Newton and Pytchley by local landlords the Treshams, on 8 June a pitched battle took place between Levellers – many from Kettering, Corby and particularly Weldon, – and local gentry and their servants (local militias having refused the call to arms). Approximately 40–50 local men are said to have been killed and the ringleaders hanged, drawn and quartered. The Newton rebellion represents one of the last times that the English peasantry and the gentry were in open conflict.


title: Kettering

text: The present town grew in the 19th century with the development of the boot and shoe industry, for which Northamptonshire as a whole became famous. Many large homes in both the Headlands and Rockingham Road were built for factory owners, while terraced streets provided accommodation for the workers. The industry has markedly declined since the 1970s, large footwear-manufacturers such as Dolcis, Freeman, Hardy and Willis, Frank Wright and Timpsons, having left the town or closed down in the face of stiff overseas competition, while others have outsourced their production to lower-cost countries. Only two smaller footwear-businesses remain.


title: Kettering

text: William Carey, born in 1761 at Paulerspury, spent his early life in Kettering before leaving for India as a missionary in 1793. Carey Mission House and Carey Street were named after him. Andrew Fuller helped Carey found the Baptist Missionary Society and he is remembered in the Fuller Church and Fuller Street. In 1803 William Knibb was born in Market Street and became a missionary and emancipator of slaves; he is commemorated by the Knibb Centre and Knibb Street. Toller Chapel and Toller Place take their names from two ministers, father and son, who preached in Kettering for a total of 100 years. The chapel was built in 1723 for those who since 1662 had been worshipping in secret.


title: Kettering

text: Politics in Kettering has not always been a sedate affair: in 1835 a horrified Charles Dickens, then a young reporter for the "Morning Chronicle", watched aghast as a Tory supporter on horseback, intent (along with others) on taking control of by-election proceedings, produced a loaded pistol and had to be restrained by his friends from committing murder. The ensuing riot between Tory and Whig supporters led Dickens in his article to form various opinions of Kettering and its voters, none of them complimentary.


title: Kettering

text: After several false starts the Midland Railway opened Kettering railway station in 1857, providing a welcome economic stimulus to an ailing local economy, suffering as it was from the loss of wayfaring business since the introduction of railways nationwide. The line in 1857 ran through Kettering from Leicester to Hitchin, where it joined the Great Northern Railway. Trains ran from there into London King's Cross. The line was finally linked to London directly in 1868 when the Midland opened its own line from Bedford to London St Pancras.


title: Kettering

text: Iron-ore quarrying began in the Kettering area, probably for the first time since Roman times, at Glendon to the north of the town in 1863. At that place the digging of a railway cutting had exposed the ore beds. Quarrying began a little north of what later became Glendon Junction on the west side of the main railway. The Glendon quarries continued in operation until 1980. The last ore was extracted a little to the east of the starting point on the west side of the A6003. Other quarries opened to the east, south and west of Kettering, all opening and closing at some time between 1875 and 1969. There were also two ironworks in or near the town which used local ore. The Cransley Ironworks stood on the north side of the A43 to the west of what is now the junction with the A14. It began smelting iron in 1877 and ceased production in 1959. The site later became a scrapyard. The Kettering Ironworks, on the west side of the main railway to the north of Rothwell Road, began smelting iron in 1878 and ceased production in 1959, though ore quarrying continued until 1961.


title: Kettering

text: In 1921 Wicksteed Park, Britain's second-oldest theme park, was officially opened on the southern outskirts of the town.


title: Kettering

text: From 1942 to 1945 the town witnessed a large influx of American servicemen (including on several occasions Clark Gable), mainly from the US 8th Air Force at RAF Grafton Underwood, away. The airfield was soon nicknamed "Grafton Undermud" in reference to the perceived English weather of "rain, rain and more rain". The first bombing raid – targeting the marshalling yards at Rouen in northern France – was led by Major Paul W. Tibbets, who in 1945 piloted "Enola Gay", the B-29 Superfortress that dropped the atomic bomb on Hiroshima. Aircraft from Grafton Underwood dropped the 8th Air Force's first and last bombs of the Second World War.


title: Kettering

text: Before Brexit in 2020, for the European Parliament, Kettering fell within the East Midlands constituency.


title: Kettering

text: Since 2021 Kettering has been part of the North Northamptonshire unitary authority. It formerly fell within the areas of Northamptonshire County Council and Kettering Borough Council, which incorporated the small, satellite towns of Barton Seagrave, Burton Latimer, Desborough and Rothwell. The local council was initially based on the first floor of the Corn Exchange, a building designed by E. F. Law and completed in 1853; it relocated in 1964 to the former home of Kettering Grammar School in Bowling Green Road, a building designed by John Alfred Gotch in the Neoclassical style and completed in 1913.


title: Kettering

text: In April 2021 the County Council, and the Borough of Kettering were abolished and replaced by the new unitary authority of North Northamptonshire, which covers the areas of the districts of Kettering, Corby, East Northamptonshire and Wellingborough. Elections for the new authorities were due to be held on 7 May 2020 but these were delayed due to the COVID-19 pandemic.


title: Kettering

text: Concurrent with these changes, the unparished area of Kettering became a civil parish which also gained some land from Cranford and Barton Seagrave, which enabled it to establish a new Town (parish) Council (thus eliminating the need for charter trustees). The new Kettering Town Council inherited the offices, mayoralty and coat of arms from the former borough council.


title: Kettering

text: Kettering is represented in parliament by a constituency of the same name, which is currently (as of June 2017) represented by Conservative MP Philip Hollobone, who gained the marginal constituency from former Labour MP Phil Sawford in the 2005 general election.


title: Kettering

text: Kettering's economy was built on the boot and shoe industry. With the arrival of railways in the 19th century, industries such as engineering and clothing grew up. The clothing manufacturer Aquascutum built its first factory there in 1909. Kettering's economy is now based on service and distribution industries due to its central location and transport links.


title: Kettering

text: Kettering's unemployment rate is amongst the lowest in the UK and has over 80% of its adults in full-time employment. It is home to a wide range of companies including Aryzta, Weetabix, Pegasus Software, RCI Europe, Timsons Ltd and Morrisons Distribution as well as Wicksteed Park, the United Kingdom's second oldest theme park, which now plays host to one and a quarter million visitors every season. It has a very large free playground area, which was built by Wicksteed Playscapes, who are based in Kettering; the company is the world's oldest-known playground producer.


title: Kettering

text: Kettering General Hospital provides Acute and Accident & Emergency department services for north Northamptonshire including Corby and Wellingborough. With its new £20 million campus, 16,000 students and 800 staff, Tresham College of Further and Higher Education is a significant employer in the region.


title: Kettering

text: The former police station and social club on London Road has been closed down and as of 2020 the site is for sale. Northamptonshire Police have an enquiry desk situated within the Kettering Municipal Offices.


title: Kettering

text: Kettering Business Park, a recent and current commercial property development undertaken by Buccleuch Property is situated on the A43/A6003, on the north side of Kettering. Many office buildings are being built as part of the project as well as a leisure sector with a new hotel. Many large distribution warehouses have been constructed in the area, creating thousands of jobs for the local economy.


title: Kettering

text: Kettering's Heritage Quarter houses the Manor House Museum and the Alfred East Gallery. The magnificent Boughton House, Queen Eleanor cross and the 1597 Triangular Lodge are local landmarks within the borough. Sir Thomas Tresham was a devout Catholic who was imprisoned for his beliefs. When he was released he built Triangular Lodge to defy his prosecutors and secretly declare his faith.


title: Kettering

text: The British sitcom "Peep Show" has various scenes located in Kettering owing to the head office of JLB, the company which employs lead character Mark Corrigan, being located there.


title: Kettering

text: In March 2007, a project was revealed to refurbish and bring new leisure and shopping to the town centre, including water features, public art, sculptures, street furniture, trees, plants and an innovative pavement lighting scheme.


title: Kettering

text: Primary Schools in Kettering include St Peter's School, an independent school, Park Road School, St Thomas More Catholic School, St Andrew's Church of England School, Hawthorn School, Greenfields Primary, St Mary's, Millbrook Junior School and a number of others associated with Secondary Academies. A new Church of England primary school, Hayfield Cross, is opening in September 2015.


title: Kettering

text: Kettering has four secondary schools, each with the ability to take on pupils after the age of 16 to allow pupils to complete their A-Levels and BTEC Diplomas. The four secondary schools located in the town are Bishop Stopford School, Kettering Science Academy, Kettering Buccleuch Academy and Southfield School for Girls. Both the Kettering Science Academy and Kettering Buccleuch Academy have become academies in recent years and both academies are joined to separate primary schools to allow for an easier transition from Key Stage 2 to Key Stage 3.


title: Kettering

text: Latimer Arts College is also in the area and is located in the nearby village of Barton Seagrave. The school also has a sixth form facility, but no primary schools are specifically linked to them.


title: Kettering

text: Kettering is also home to one of Tresham College of Further and Higher Education's three campuses. Tresham allows full and part-time students over the age of 16 to study a range of vocational courses such as Hairdressing and Beauty Therapy, ICT, Hospitality and Catering and Motor Vehicle Technology. Tresham College also offers Access to Higher Education courses and undergraduate courses in association with the University of Bedfordshire and University of Northampton


title: Kettering

text: The multi-purpose sports and business facility at the Kettering Conference Centre provides both a leisure centre, health club, children's activity and conference centre all in one venue. It is also the home to Volleyball England's National Volleyball Centre.


title: Kettering

text: Kettering Town is the town's football club, who as of the 2021–22 season play in the National League North, the sixth tier of English football. Kettering Town played their home matches at Rockingham Road in the town until 2011. Following spells at Nene Park in Irthlingborough and Steel Park in Corby, the team currently plays at Latimer Park in Burton Latimer.


title: Kettering

text: Kettering is home to Kettering Rugby Football Club (KRFC), located in Waverley Road on the eastern side of the town. After a period of playing under Uppingham Public School Rules the club formally adopted RFU rules in 1875 and quickly became a significant participant in both the local community and the fast-developing Rugby scene in the East Midlands. In the early days games were played on a number of sites including farmers' fields and council-owned grounds. It was during this period, prior to adopting a home of their own, that the club developed its high profile in the town.


title: Kettering

text: A short lived greyhound racing track was opened on 4 July 1930 and raced on Friday evenings. The racing was independent (not affiliated to the sports governing body the National Greyhound Racing Club) and was known as a flapping track, which was the nickname given to independent tracks. It is not known how long the track traded.


title: Kettering

text: The A14 skirts the west and south of the town, links the town with the A45 dual carriageway, M1 and M6 motorways. The A6003 links Kettering to Corby. The A43 links Kettering with Corby and the county town of Northampton and the A509 (Kettering/Wellingborough Road) links Kettering with Wellingborough.


title: Kettering

text: In April 1986, the bus station was relocated away from the market area to the Newland Street entrance of the modern Newlands shopping centre. This caused a fatal decline in market trade, although buses were re-allocated there in April 1987 before closing again in September 1989. A smaller version of a bus station was also closed in May 1999 and so buses just served the library and Newlands Shopping Centre; however, since May 2010, all buses now serve the new Horsemarket bus interchange and they no longer serve the library. New bus stops have been installed around the railway station and The Headlands.


title: Kettering

text: The town is also served by a local bus service run by Centrebus Northamptonshire, with the following routes:


title: Kettering

text: Rail services operated by East Midlands Railway depart every 30 minutes from to London St Pancras, with an average journey time of 59 minutes. St Pancras also provides an interchange with the Eurostar service to France and Belgium. Kettering is linked to Corby, Leicester, Nottingham, Derby and Sheffield to the north and Wellingborough, Bedford and Luton to the south. With its good rail links, a large and growing commuter population takes advantage of Kettering's position on the Midland Main Line railway.


title: Kettering

text: Five large UK airports are within 2 hours' drive of the town, these being Heathrow, Luton, East Midlands, Birmingham and Stansted. Luton can be reached directly by train, while East Midlands and Stansted can be reached by one change at Leicester. Sywell Aerodrome, located south-west of Kettering, caters for private flying, flight training and corporate flights.


title: Kettering

text: Kettering experiences an oceanic climate (Köppen climate classification) which is similar to most of the British Isles.


title: Kettering

text: Kettering's nearest towns are Desborough, Burton Latimer and Rothwell, with the larger towns of Corby and Wellingborough.


title: Clingmans Dome

text: Clingmans Dome (or Clingman's Dome) is a mountain in the Great Smoky Mountains of Tennessee and North Carolina in the southeastern United States. Its name in Cherokee is Kuwahi or Kuwohi (ᎫᏩᎯ or ᎫᏬᎯ), meaning "mulberry place." At an elevation of , it is the highest mountain in the Great Smoky Mountains National Park, the highest point in the state of Tennessee, and the highest point along the Appalachian Trail. It is also the third highest point in mainland Eastern North America, after Mount Mitchell () and Mount Craig ().


title: Clingmans Dome

text: Clingmans Dome has two subpeaks: Mount Buckley to the west and Mount Love to the east. The headwaters of several substantial streams are located on the slopes of Clingmans Dome, namely Little River on the north slope, and Forney Creek and Noland Creek (both tributaries of the Tuckasegee River) on the south slope. The mountain is located entirely within the watershed of the Tennessee River.


title: Clingmans Dome

text: Clingmans Dome is protected as part of the Great Smoky Mountains National Park. A paved road connects it to U.S. Highway 441 at Newfound Gap away. The concrete observation tower, built in 1959 and listed on the National Register of Historic Places, offers a panoramic view of the mountains. An air quality monitoring station, operated by the Environmental Protection Agency, is the second highest in eastern North America.


title: Clingmans Dome

text: The Southern Appalachian spruce-fir forest which covers Clingmans Dome occurs only at the highest elevations in the southeastern United States, and has more in common with forests at northern latitudes than with the forests in the adjacent valleys. Clingmans Dome stands prominently above the surrounding terrain, rising nearly from base to summit. The forest on and around Clingmans Dome has experienced a large die-off of Fraser fir caused by the non-native insect, balsam woolly adelgid.


title: Clingmans Dome

text: Built in 1959, the concrete observation tower features a circular observation platform accessed by a spiral ramp. The ramp is in length, and rises at a 12 percent grade, in synch with the Clingmans Dome Trail. The platform, in diameter, allows spectators a 360-degree panorama of the surrounding terrain. Cantilevered signs point out the various peaks, ridges, cities, and other features visible in the distance. Depending on the haze, visibility ranges from on hazy days to on very clear days.


title: Clingmans Dome

text: The tower was one of nine observation towers constructed as part of the Mission 66 program (1955–1966), an effort by the National Park Service to upgrade its facilities to accommodate an influx of visitors to national parks during the post-World War II era. Designed by Hubert Bebb of the Gatlinburg-based architecture firm Bebb and Olson, the tower's modern design, especially the use of concrete as the primary building material, marked a departure from previous park structures, which favored more rustic elements. Though some criticized the Clingmans Dome tower as too "urban," two other park service observation towers— the nearby Look Rock tower along Foothills Parkway and the Shark Valley tower at Everglades National Park— were built using similar designs.


title: Clingmans Dome

text: Bebb's original design consisted of a massive stone tower topped by a circular platform and fire observation cab, and accessed by a concrete ramp. Fred Arnold, head of the park service's Forest and Wildlife Protection branch, rejected the inclusion of the fire observation cab, arguing that while Clingmans Dome was the highest point in the park, it wasn't particularly useful for fire detection purposes. Park service director Conrad Wirth objected to the use of a ramp, favoring instead a spiral staircase. After John B. Cabot, head of the park service's Eastern Office of Design and Construction, convinced him of the ramp's usefulness, Wirth decided the stone tower would not be necessary, stating a single central support column would suffice.


title: Clingmans Dome

text: The tower was built by the Waynesville-based construction firm of W.C. Norris at a cost of $57,000 (). Ground was broken in December 1958. After several weather delays, and a great deal of controversy over the aesthetics of the design, the tower was completed on October 23, 1959.


title: Clingmans Dome

text: Clingmans Dome is the most accessible mountain top in the Great Smoky Mountains National Park. The Clingmans Dome Road, which is open annually from April 1 through November 30, begins just past Newfound Gap and leads up the mountain to the Forney Ridge Parking Area, below the summit. A paved trail leads from the parking lot to the observation tower at the top of the mountain. The short, steep trail provides a small visitor information center and park store staffed by the Great Smoky Mountains Association, garbage cans, and numerous benches to the side of the path. Vault toilet restrooms are available. The trail offers a glimpse of the often hostile environment of highland Appalachia, passing through the spruce-fir forest and its accompanying blowdowns and dead Fraser Firs.


title: Clingmans Dome

text: The Appalachian Trail (A.T.) crosses Clingmans Dome, passing immediately north of the observation tower. A leg of the trail connects the mountain with Newfound Gap, and provides the only access to the mountain in winter months. The nearest A.T. backcountry shelters are the Double Spring Gap Shelter, which is to the west near the Goshen Prong junction, and the Mount Collins shelter, which is to the east near the A.T.'s junction with the Sugarland Mountain Trail. Clingmans Dome is the upper terminus for several additional hiking trails, including the Forney Ridge Trail (to Andrews Bald) and the Forney Creek Trail (to the Benton MacKaye Trail on the shores of Fontana Lake).


title: Clingmans Dome

text: The western terminus of the Mountains-to-Sea Trail, which connects the Smokies to the Outer Banks of North Carolina, is located atop Clingmans Dome. It follows the Appalachian Trail for to the east, where it then begins to descend toward the Blue Ridge Parkway, via the Fork Ridge Trail.


title: Clingmans Dome

text: The Cherokee name for Clingmans Dome is "Kuwahi" or "Kuwohi" (ᎫᏩᎯ), or "mulberry place." According to a Cherokee myth recorded by ethnologist James Mooney in the late 19th century, the mountain was the home of the White Bear, the great chief of all bears, and the location of one of the bears' councilhouses. The enchanted lake of "Ataga'hi" ("Gall Place"), the waters of which could cure wounded bears, was believed by the Cherokee to be located somewhere between Clingmans Dome and the headwaters of the Oconaluftee River to the east.


title: Clingmans Dome

text: In 1789, an act passed by the North Carolina legislature ceded what is now Tennessee to the federal government. This act fixed a portion of the boundary between the two along the crest of the "Great Iron or Smoky Mountains," which would have included the mountain now known as Clingmans Dome.


title: Clingmans Dome

text: The mountain was dubbed "Smoky Dome" by American settlers moving in from other areas. In 1859, the mountain was renamed by Arnold Guyot for compatriot Thomas Lanier Clingman (1812–1897), a Confederate general of the American Civil War who explored the area extensively in the 1850s and then spent many years promoting it. Guyot named the mountain for Clingman because of an argument between Clingman and a professor at the University of North Carolina, Elisha Mitchell, over which mountain was actually the highest in the region. Mitchell contended that a peak by the name of Black Dome (now known as Mount Mitchell) was the highest, while Clingman asserted that Smoky Dome was the true highest peak. Guyot determined that Black Dome was higher than Smoky Dome.


title: Clingmans Dome

text: In the early morning hours of June 12, 1946, a Boeing B-29 Superfortress crashed near the summit of Clingmans Dome, killing all twelve aboard.


title: Clingmans Dome

text: In June 2022, Lavita Hill and Mary "Missy" Crowe, both members of the Eastern Band of Cherokee Indians, drafted legislation for the Tribe to support changing the name of Clingman's Dome to Kuwahi ('mulberry place') - the original name given to the area by Cherokees. The resolution describes the area, “Kuwahi or ‘mulberry place’, is the highest point in our area and has significance to us as Cherokees as it was visited by medicine people who prayed and sought guidance from the Creator regarding important matters facing our people, and then returned to our towns to give guidance and advice.”


title: Clingmans Dome

text: The Tribal Council of the Eastern Band of Cherokee Indians passed the legislation, submitted by Hill and Crowe, during its regular session on July 14, 2022 - thus, lending the Tribe's support for the name change effort. During the meeting, Crowe said the area has been there for Cherokee people for thousands of years.  “What we hope to do is to be able to come as a collective community group of elders to us…to our younger folks. We see this as an avenue for our younger generation to learn, to relearn – to relearn who and what we are as a people that Creator placed here.” Hill commented, “It just feels good.  First of all, I’m very grateful for the support.  I’m grateful for Myrtle and Sally to talk about the language.  We’re going to move forward so that the mountain presently known as Clingman’s Dome is restored to its original name which we believe is ‘Kuwahi’. Here’s our chance to honor our ancestors. Maybe we can’t take the land back, but we’re going to put the language out there and we’re going to put education out there and more people are going to know that this was Cherokee homeland. Let’s honor them. Let’s give them this name. Let’s respect them in that regard.”


title: Clingmans Dome

text: The official process starts with the filing of an application for a name change through the United States Board on Geographic Names (BGN).


title: Clingmans Dome

text: On August 2, 2022, the Buncombe County Board of Commissioners voted unanimously to support the name change, after consultation with the Eastern Band of Cherokee Indians.


title: Clingmans Dome

text: Clingmans Dome is part of a geological formation known as the Copperhill Formation. It consists predominately of massive, coarse-grained metagreywacke and metaconglomerate. The Lower northern flanks of Clingmans Dome are underlain by thick layers of sulfidic, quartz-garnet-muscovite phyllite and schist, which occur within the metagraywackes and metaconglomerates. Adjacent to and south of its summit, thin, southward-dipping, and discontinuous beds of garnetiferous, locally graphitic and sulfidic, metasiltstone occur within the Copperhill Formation.


title: Clingmans Dome

text: The Copperhill Formation is part of the greater Ocoee Supergroup, a body of clastic metasedimentary rocks formed 560 million years ago. They unconformably lie upon Precambrian granitic and gneissic rocks. The sediments that originally comprised the Ocoee Supergroup accumulated in a string of narrow, deep-water basins that stretched along the entire southern-central Appalachian margin from Tennessee, North Carolina, to Georgia. These basins were rift basins formed by the rifting of Rodinia.


title: Clingmans Dome

text: The initial metamorphism of the Ocoee Supergroup occurred about 400 million years ago as the result of Ordovician-Silurian tectonism during the Taconic orogeny. Later, Devonian-Mississippian metamorphism of these strata occurred during the Acadian orogeny and additional Pennsylvanian to Permian alteration by retrograde metamorphism and deformation occurred during the Alleghanian orogeny. During the latest part of this orogeny, this segment of the Appalachian Mountains was formed by thrust faulting and folding that uplifted these strata as a series of complexly deformed thrust sheets. During the Mesozoic and Cenozoic, the gradual uplift and erosion of this part of the Appalachian Mountains has continued.


title: Clingmans Dome

text: Although a dense forest understory covers most of the mountain, outcroppings of the Copperhill Formation can be found on Clingmans Dome at the Forney Ridge Parking Lot at the end of Clingmans Dome Road. This outcrop exposes massive metaconglomerate of the Copperhill Formation. At this outcrop, it consists of massive thick beds of micaceous quartzite. It contains coarse pebbles of quartz and feldspar, flat pebbles of fine-grained black graywacke, and egg-shaped concretions up to in diameter. These cobble-size concretions are readily eroded by weathering to leave rust-stained depressions or cavities in the metaconglomerate.


title: Clingmans Dome

text: Soils of Clingmans Dome are mostly moderately deep to shallow, well drained dark brown loam or sandy loam of strong to extreme acidity; Breakneck and Pullback series are most common.


title: Clingmans Dome

text: The climate of Clingmans Dome is hemiboreal (Köppen "Dfb", Trewartha "Dcb"). As with much of the southern Blue Ridge, the area qualifies as part of the Appalachian Rainforest.


title: Inclusion (education)

text: Inclusion in education refers to all students being able to access and gain equal opportunities to education and learning. It arose in the context of special education with an individualized education program or 504 plan, and is built on the notion that it is more effective for students with special needs to have the said mixed experience for them to be more successful in social interactions leading to further success in life. The philosophy behind the implementation of the inclusion model does not prioritize, but still provides for the utilization of special classrooms and special schools for the education of students with disabilities. Inclusive education models are brought into force by educational administrators with the intention of moving away from seclusion models of special education to the fullest extent practical, the idea being that it is to the social benefit of general education students and special education students alike, with the more able students serving as peer models and those less able serving as motivation for general education students to learn empathy.


title: Inclusion (education)

text: Implementation of these practices varies. Schools most frequently use the inclusion model for select students with mild to moderate special needs. Fully inclusive schools, which are rare, do not separate "general education" and "special education" programs; instead, the school is restructured so that all students learn together.


title: Inclusion (education)

text: Inclusive education differs from the 'integration' or 'mainstreaming' model of education, which tended to be a concern.


title: Inclusion (education)

text: A premium is placed upon full participation by students with disabilities and upon respect for their social, civil, and educational rights. Feeling included is not limited to physical and cognitive disabilities, but also includes the full range of human diversity with respect to ability, language, culture, gender, age and of other forms of human differences. Richard Wilkinson and Kate Pickett wrote, "student performance and behaviour in educational tasks can be profoundly affected by the way we feel, we are seen and judged by others. When we expect to be viewed as inferior, our abilities seem to diminish". This is why the United Nations Sustainable Development Goal 4 recognizes the need for adequate physical infrastructures and the need for safe, inclusive learning environments.


title: Inclusion (education)

text: Inclusion has different historical roots/background which may be integration of students with severe disabilities in the US (who may previously been excluded from schools or even lived in institutions) or an inclusion model from Canada and the US (e.g., Syracuse University, New York) which is very popular with inclusion teachers who believe in participatory learning, cooperative learning, and inclusive classrooms.


title: Inclusion (education)

text: Inclusive education differs from the early university professor's work (e.g., 1970s, Education Professor Carol Berrigan of Syracuse University, 1985; Douglas Biklen, Dean of School of Education through 2011) in "integration" and "mainstreaming" which were taught throughout the world including in international seminars in Italy. Mainstreaming (e.g., the Human Policy Press poster; If you thought the wheel was a good idea, you'll like the ramp)tended to be concerned about "readiness" of all parties for the new coming together of students with significant needs. Thus, integration and mainstreaming principally was concerned about disability and 'special educational needs' (since the children were not in the regular schools) and involved teachers, students, principals, administrators, School Boards, and parents changing and becoming 'ready for' students who needed accommodation or new methods of curriculum and instruction (e.g., required federal IEPs – individualized education program) by the mainstream.


title: Inclusion (education)

text: By contrast, inclusion is about the child's right to participate and the school's duty to accept the child returning to the US Supreme Court's Brown vs. the Board of Education decision and the new Individuals with Disabilities Education (Improvement) Act (IDEIA). Inclusion rejects the use of special schools or classrooms, which remain popular among large multi-service providers, to separate students with disabilities from students without disabilities. A premium is placed upon full participation by students with disabilities, in contrast to earlier concept of partial participation in the mainstream, and upon respect for their social, civil, and educational rights. Inclusion gives students with disabilities skills they can use in and out of the classroom.


title: Inclusion (education)

text: Fully inclusive schools, which are rare, no longer distinguish between "general education" and "special education" programs which refers to the debates and federal initiatives of the 1980s, such as the Community Integration Project and the debates on home schools and special education-regular education classrooms; instead, the school is restructured so that all students learn together. All approaches to inclusive schooling require administrative and managerial changes to move from the traditional approaches to elementary and high school education.


title: Inclusion (education)

text: Inclusion remains in 2015 as part of school (e.g., Powell & Lyle, 1997, now to the most integrated setting from LRE) and educational reform initiatives in the US and other parts of the world. Inclusion is an effort to improve quality in education in the fields of disability, is a common theme in educational reform for decades, and is supported by the UN Convention on the Rights of Persons with Disabilities (UN, 2006). Inclusion has been researched and studied for decades, though reported lightly in the public with early studies on heterogeneous and homogeneous ability groupings (Stainback & Stainback, 1989), studies of critical friends and inclusion facilitators (e.g., Jorgensen & Tashie, 2000), self-contained to general education reversal of 90% (Fried & Jorgensen, 1998), among many others obtaining doctoral degrees throughout the US.


title: Inclusion (education)

text: Classification of students by disability is standard in educational systems which use diagnostic, educational and psychological testing, among others. However, inclusion has been associated with its own planning, including MAPS which Jack Pearpoint leads with still leads in 2015 and person-centred planning with John O'Brien and Connie Lyle O'Brien who view inclusion as a force for school renewal.


title: Inclusion (education)

text: Inclusion has two sub-types: the first is sometimes called regular inclusion or partial inclusion, and the other is full inclusion.


title: Inclusion (education)

text: "Inclusive practice" is not always inclusive but is a form of integration. For example, students with special needs are educated in regular classes for nearly all of the day, or at least for more than half of the day. Whenever possible, the students receive any additional help or special instruction in the general classroom, and the student is treated like a full member of the class. However, most specialized services are provided outside a regular classroom, particularly if these services require special equipment or might be disruptive to the rest of the class (such as speech therapy), and students are pulled out of the regular classroom for these services. In this case, the student occasionally leaves the regular classroom to attend smaller, more intensive instructional sessions in a separate classrooms, or to receive other related services, such as speech and language therapy, occupational and/or physical therapy, psychological services, and social work. This approach can be very similar to many mainstreaming practices, and may differ in little more than the educational ideals behind it.


title: Inclusion (education)

text: In the "full inclusion" setting, the students with special needs are always educated alongside students without special needs, as the first and desired option while maintaining appropriate supports and services. Some educators say this might be more effective for the students with special needs. At the extreme, full inclusion is the integration of all students, even those that require the most substantial educational and behavioral supports and services to be successful in regular classes and the elimination of special, segregated special education classes. Special education is considered a service, not a place and those services are integrated into the daily routines (See, ecological inventories) and classroom structure, environment, curriculum and strategies and brought to the student, instead of removing the student to meet his or her individual needs. However, this approach to full inclusion is somewhat controversial, and it is not widely understood or applied to date.


title: Inclusion (education)

text: Much more commonly, local educational agencies have the responsibility to organize services for children with disabilities. They may provide a variety of settings, from special classrooms to mainstreaming to inclusion, and assign, as teachers and administrators often do, students to the system that seems most likely to help the student achieve his or her individual educational goals. Students with mild or moderate disabilities, as well as disabilities that do not affect academic achievement, such as using power wheelchair, scooter or other mobility device, are most likely to be fully included; indeed, children with polio or with leg injuries have grown to be leaders and teachers in government and universities; self advocates travel across the country and to different parts of the world. However, students with all types of disabilities from all the different disability categories (See, also 2012 book by Michael Wehmeyer from the University of Kansas) have been successfully included in general education classes, working and achieving their individual educational goals in regular school environments and activities.


title: Inclusion (education)

text: A mainstreamed student attends some general education classes, typically for less than half the day, and often for less academically rigorous, or if you will, more interesting and career-oriented classes. For example, a young student with significant intellectual disabilities might be mainstreamed for physical education classes, art classes and storybook time, but spend reading and mathematics classes with other students that have similar disabilities ("needs for the same level of academic instruction"). They may have access to a resource room for remediation or enhancement of course content, or for a variety of group and individual meetings and consultations.


title: Inclusion (education)

text: A segregated student attends no classes with non-disabled students with disability a tested category determined before or at school entrance. He or she might attend a special school termed residential schools that only enrolls other students with disabilities, or might be placed in a dedicated, self-contained classroom in a school that also enrolls general education students. The latter model of integration, like the 1970s Jowonio School in Syracuse, is often highly valued when combined with teaching such as Montessori education techniques. Home schooling was also a popular alternative among highly educated parents with children with significant disabilities.


title: Inclusion (education)

text: Residential schools have been criticized for decades, and the government has been asked repeatedly to keep funds and services in the local districts, including for family support services for parents who may be currently single and raising a child with significant challenges on their own. Children with special needs may already be involved with early childhood education which can have a family support component emphasizing the strengths of the child and family.


title: Inclusion (education)

text: Some students may be confined to a hospital due to a medical condition (e.g., cancer treatments) and are thus eligible for tutoring services provided by a school district. Less common alternatives include homeschooling and, particularly in developing countries, exclusion from education.


title: Inclusion (education)

text: The new anti-discriminatory climate has provided the basis for much change in policy and statute, nationally and internationally. Inclusion has been enshrined at the same time that segregation and discrimination have been rejected. Articulations of the new developments in ways of thinking, in policy and in law include:


title: Inclusion (education)

text: For schools in the United States, the federal requirement that students be educated in the historic least restrictive environment that is a reasonable accommodation encourages the implementation of inclusion of students previously excluded by the school system. However, a critical critique of the LRE principle, commonly used to guide US schools, indicates that it often places restrictions and segregation on the individuals with the most severe disabilities. By the late 1980s, individuals with significant disabilities and their families and caregivers were already living quality lives in homes and local communities. The US Supreme Court has now ruled in the Olmstead Decision (1999) that the new principle is that of the "most integrated setting", as described by the national Consortium of Citizens with Disabilities, which should result in better achievement of national integration and inclusion goals in the 21st Century.


title: Inclusion (education)

text: The proportion of students with disabilities who are "included" varies by place and by type of disability, but it is relatively common for students with milder disabilities and less common with certain kinds of severe disabilities. In Denmark, 99% of students with learning disabilities like 'dyslexia' are placed in general education classrooms. In the United States, three out of five students with learning disabilities spend the majority of their time in the general education classroom.


title: Inclusion (education)

text: Postsecondary statistics (after high school) are kept by universities and government on the success rates of students entering college, and most are eligible for either disability services (e.g., accommodations and aides) or programs on college campuses, such as supported education in psychiatric disabilities or College for Living. The former are fully integrated college degree programs with college and vocational rehabilitation services (e.g., payments for textbooks, readers or translators), and the latter courses developed similar to retirement institutes (e.g., banking for retirees).


title: Inclusion (education)

text: Although once hailed, usually by its opponents, as a way to increase achievement while decreasing costs, full inclusion does not save money, but is more cost-beneficial and cost-effective. It is not designed to reduce students' needs, and its first priority may not even be to improve academic outcomes; in most cases, it merely moves the special education professionals (now dual certified for all students in some states) out of "their own special education" classrooms and into a corner of the general classroom or as otherwise designed by the "teacher-in-charge" and "administrator-in-charge". To avoid harm to the academic education of students with disabilities, a full panoply of services and resources is required (of education for itself), including:


title: Inclusion (education)

text: Indeed, the students with special needs do receive funds from the federal government, by law originally the Educational for All Handicapped Children Act of 1974 to the present day, Individuals with Disabilities Education Improvement Act, which requires its use in the most integrated setting.


title: Inclusion (education)

text: By the mid-1980s, school integration leaders in the university sector already had detailed schemas (e.g., curriculum, student days, students with severe disabilities in classrooms) with later developments primarily in assistive technology and communication, school reform and transformation, personal assistance of user-directed aides, and increasing emphasis on social relationships and cooperative learning. In 2015, most important are evaluations of the populations still in special schools, including those who may be deaf-blind, and the leadership by inclusion educators, who often do not yet go by that name, in the education and community systems.


title: Inclusion (education)

text: However, early integrationists community integration would still recommend greater emphasis on programs related to sciences, the arts (e.g., exposure), curriculum integrated field trips, and literature as opposed to the sole emphasis on community referenced curriculum. For example, a global citizen studying the environment might be involved with planting a tree ("independent mobility"), or going to an arboretum ("social and relational skills"), developing a science project with a group ("contributing ideas and planning"), and having two core modules in the curriculum.


title: Inclusion (education)

text: However, students will need to either continue to secondary school (meet academic testing standards), make arrangements for employment, supported education, or home/day services (transition services), and thus, develop the skills for future life (e.g., academic math skills and calculators; planning and using recipes or leisure skills) in the educational classrooms. Inclusion often involved individuals who otherwise might be at an institution or residential facility.


title: Inclusion (education)

text: Today, longitudinal studies follow the outcomes of students with disabilities in classrooms, which include college graduations and quality of life outcomes. To be avoided are negative outcomes that include forms of institutionalization.


title: Inclusion (education)

text: Inclusion in education, especially involving special education, has been a long-standing debate in many schools. Inclusion in this context is referring to putting students with special needs in the general classroom for most or all of the school day. The main reason people see this as beneficial is to reduce the social segregation for students. They claim that all their educational needs could be met in a general classroom if there was proper planning and support services given. On the other hand, many people see this as harmful to students with special needs education as they may not receive as much attention and help that they need.


title: Inclusion (education)

text: James M. Kauffman and Jeanmarie Badar wrote an article that opens by saying if inclusion is the main priority "then special education will one day be looked upon as having gone through a period of shameful neglect of students' needs". The authors argue that the general education classroom is not the appropriate place to give children with special needs an effective education. This claim is backed up by providing six mistaken assumptions that people believe and giving reasons why it will not work and providing alternative ideas. One mistaken assumption they give is that "All students, including those with disabilities, should be expected to meet high standards". To which the authors say each child has their own highest standard and that this outlook should be adapted to all children, no matter if they have a disability or not. They go on to say that special education programs that pull students with disabilities out into separate classrooms and provide them with more attention, more time, and sometimes different assignments are extremely beneficial. The differences in the way students learn are what should be embraced in order to allow them to learn to their highest ability, as their education and understanding of the curriculum are more important than being included in the general classroom at all times.


title: Inclusion (education)

text: On the other hand, some recent research has been done suggesting inclusion can be successful if certain things are done to help teachers become more educated on how to implement inclusion. Len Barton is a professor of Inclusive Education at the Institute of Education at the University of London and gave a lecture on how inclusion can be beneficial if certain criteria are followed. In a lecture he gave, he himself states that inclusion is not the one and only answer to helping education but it is a stepping stone. The conclusion of his studies states many criteria teachers need in order to make inclusion work. The first criterion is making the topic of inclusion the main part of educational programs for teachers in order to emphasize the importance of inclusion in boosting all students learning and participation.2 Barton says another factor is including disability and equality awareness training to teachers and staff done by trained professionals in order to increase teachers understanding behind inclusion.


title: Inclusion (education)

text: In 2020, Dr. Chelsea P. Tracy-Bronson of Stockton University did a study looking at what people at the district level are doing to help inclusion in special education run smoothly. The goal of this study was to show modern strategies that are being implemented and that are working in order to create an equitable and inclusive education for all students. The study was done using a qualitative research methodology that looked at the views and experiences of seven special education leaders that were implementing successful and equitable inclusion programs.3 The research proposes that inclusion in special education can be successful when the district-level leaders encourage inclusive strategies, challenge the long-standing nonexclusive model, and really cultivate an environment for teachers and students to grow and understand the inclusive model.3 Like Barton, this study shows that inclusion can be a great tool in creating an equitable and inclusive learning environment for students with special needs.


title: Inclusion (education)

text: Garry Hornby combines the two opposing sides into one idea that may help everyone. After analyzing teachers' attitudes and procedures directed at making inclusion work, Hornby concluded that inclusion into the general classroom should depend on the needs of the individual child. The ideas he analyzed focused on including and teaching children with special needs all in the same ways, which was not working. These inclusion models not working, frustrated teachers and administrators, making them have negative attitudes towards inclusion. However, if individual situations were addressed and a plan was made for each child with special needs, inclusion models would be more effective as children with very high needs would not spend as much time in the general classroom.4 This would shift the attention from how to make inclusion work, to a focus on effective education and helping the students reach their personal goals.


title: Inclusion (education)

text: Overall, experts in the field of education have done extensive research on the topic of inclusion in regards to special education and have found a lot of data supporting both sides of the debate. As seen, this debate on whether or not inclusion is the right model for special education has been long-lasting, and there is no telling if it will ever really be over.


title: Inclusion (education)

text: Students in an inclusive classroom are generally placed with their chronological age-mates, regardless of whether the students are working above or below the typical academic level for their age. Also, to encourage a sense of belonging, emphasis is placed on the value of friendships. Teachers often nurture a relationship between a student with special needs and a same-age student without a special educational need. Another common practice is the assignment of a buddy to accompany a student with special needs at all times (for example in the cafeteria, on the playground, on the bus and so on). This is used to show students that a diverse group of people make up a community, that no one type of student is better than another, and to remove any barriers to a friendship that may occur if a student is viewed as "helpless." Such practices reduce the chance for elitism among students in later grades and encourage cooperation among groups.


title: Inclusion (education)

text: In this model, the content teacher will deliver the lesson and the special education teacher will assist student's individual needs and enforce classroom management as needed.


title: Inclusion (education)

text: In this model, the teacher with the most experience in the content will deliver the lesson and the other teacher will float or observe. This model is commonly used for data retrieval during IEP observations or Functional Behavior Analysis.


title: Inclusion (education)

text: In this model, the room is divided into stations in which the students will visit with their small groups. Generally, the content teacher will deliver the lesson in his/her group, and the special education teacher will complete a review or an adapted version of the lesson with the students.


title: Inclusion (education)

text: In this model, one half of the class is taught by the content teacher and one half is taught by the special education teacher. Both groups are being taught the same lesson, just in a smaller group.


title: Inclusion (education)

text: In this method, the content teacher will teach the lesson to the class, while the special education teacher will teach a small group of students an alternative lesson.


title: Inclusion (education)

text: Both teachers share the planning, teaching, and supporting equally. This is the traditional method, and often the most successful co-teaching model.


title: Inclusion (education)

text: For children with significant or severe disabilities, the programs may require what are termed health supports (e.g., positioning and lifting; visit to the nurse clinic), direct one-to-one aide in the classroom, assistive technology, and an individualized program which may involve the student "partially" (e.g., videos and cards for "visual stimulation"; listening to responses)in the full lesson plan for the "general education student". It may also require the introduction of teaching techniques commonly used (e.g., introductions and interest in science) that teachers may not use within a common core class.


title: Inclusion (education)

text: Another way to think of health supports are as a range of services that may be needed from specialists, or sometimes generalists, ranging from speech and language, to visual and hearing (sensory impairments), behavioral, learning, orthopedics, autism, deaf-blindness, and traumatic brain injury, according to Virginia Commonwealth University's Dr. Paul Wehman. As Dr. Wehman has indicated, expectations can include post secondary education, supported employment in competitive sites, and living with family or other residential places in the community.


title: Inclusion (education)

text: In 2005, comprehensive health supports were described in National Goals for Intellectual and Developmental Disabilities as universally available, affordable and promoting inclusion, as supporting well-informed, freely chosen health care decisions, culturally competent, promoting health promotion, and insuring well trained and respectful health care providers. In addition, mental health, behavioral, communication and crisis needs may need to be planned for and addressed.


title: Inclusion (education)

text: "Full inclusion" – the idea that all children, including those with severe disabilities, can and should learn in a regular classroom has also taken root in many school systems, and most notably in the province of New Brunswick.


title: Inclusion (education)

text: Inclusion settings allow children with and without disabilities to play and interact every day, even when they are receiving therapeutic services. When a child displays fine motor difficulty, his ability to fully participate in common classroom activities, such as cutting, coloring, and zipping a jacket may be hindered. While occupational therapists are often called to assess and implement strategies outside of school, it is frequently left up to classroom teachers to implement strategies in school. Collaborating with occupational therapists will help classroom teachers use intervention strategies and increase teachers' awareness about students' needs within school settings and enhance teachers' independence in implementation of occupational therapy strategies.


title: Inclusion (education)

text: As a result of the 1997 re-authorization of the Individuals With Disabilities Education Act (IDEA), greater emphasis has been placed on delivery of related services within inclusive, general education environments. [Nolan, 2004] The importance of inclusive, integrated models of service delivery for children with disabilities has been widely researched indicating positive benefits. [Case-Smith& Holland, 2009] In traditional "pull out" service delivery models, children typically work in isolated settings one on one with a therapist, Case-Smith and Holland(2009) argue that children working on skills once or twice a week are "less likely to produce learning that leads to new behaviors and increased competence." [Case Smith &Holland, 2009, pg.419]. In recent years, occupational therapy has shifted from the conventional model of "pull out" therapy to an integrated model where the therapy takes place within a school or classroom.


title: Inclusion (education)

text: Inclusion administrators have been requested to review their personnel to assure mental health personnel for children with mental health needs, vocational rehabilitation linkages for work placements, community linkages for special populations (e.g., "deaf-blind", "autism"), and collaboration among major community agencies for after school programs and transition to adulthood. Highly recommended are collaborations with parents, including parent-professional partnerships in areas of cultural and linguistic diversity (e.g., Syracuse University's special education Ph.D.'s Maya Kaylanpur and Beth Harry).


title: Inclusion (education)

text: Educators generally say that some students with special needs are not good candidates for inclusion. Many schools expect a fully included student to be working at or near grade level, but more fundamental requirements exist: First, being included requires that the student is able to attend school. Students that are entirely excluded from school (for example, due to long-term hospitalization), or who are educated outside of schools (for example, due to enrollment in a distance education program) cannot attempt inclusion.


title: Inclusion (education)

text: Additionally, some students with special needs are poor candidates for inclusion because of their effect on other students. For example, students with severe behavioral problems, such that they represent a serious physical danger to others, are poor candidates for inclusion, because the school has a duty to provide a safe environment to all students and staff.


title: Inclusion (education)

text: Finally, some students are not good candidates for inclusion because the normal activities in a general education classroom will prevent them from learning. For example, a student with severe attention difficulties or extreme sensory processing disorders might be highly distracted or distressed by the presence of other students working at their desks. Inclusion needs to be appropriate to the child's unique needs.


title: Inclusion (education)

text: Most students with special needs do not fall into these extreme categories, as most students who do attend school, are not violent, do not have severe sensory processing disorders, etc.


title: Inclusion (education)

text: The students that are most commonly included are those with physical disabilities that have no or little effect on their academic work (diabetes mellitus, epilepsy, food allergies, paralysis), students with all types of mild disabilities, and students whose disabilities require relatively few specialized services.


title: Inclusion (education)

text: Bowe says that regular inclusion, but not full inclusion, is a reasonable approach for a significant majority of students with special needs. He also says that for some students, notably those with severe autism spectrum disorders or "mental retardation", as well as many who are deaf or have multiple disabilities, even regular inclusion may not offer an appropriate education. Teachers of students with autism spectrum disorders sometimes use antecedent procedures, delayed contingencies, self-management strategies, peer-mediated interventions, pivotal response training and naturalistic teaching strategies.


title: Inclusion (education)

text: Some advocates of inclusion promote the adoption of progressive education practices. In the progressive education or inclusive classroom, everyone is exposed to a "rich set of activities", and each student does what he or she can do, or what he or she wishes to do and learns whatever comes from that experience. Maria Montessori's schools are sometimes named as an example of inclusive education.


title: Inclusion (education)

text: Inclusion requires some changes in how teachers teach, as well as changes in how students with and without special needs interact with and relate to one another. Inclusive education practices frequently rely on active learning, authentic assessment practices, applied curriculum, multi-level instructional approaches, and increased attention to diverse student needs and individualization. Student inclusion often starts with motivation, in order to reach the goal of engagement while in the classroom.


title: Inclusion (education)

text: Sometimes it is not necessary that there will always be a positive environment and therefore a lot of attention of the teachers is also required along with the support of other children which will ensure a peaceful and happy place for both kinds of children.


title: Inclusion (education)

text: A pedagogical practice that relates to both inclusive education and progressivist thinking is Universal Design for Learning (UDL). This method of teaching advocates for the removal of barriers in the physical and social environments that students of all abilities are within, as this is the main reason why students are unable to engage with the material presented in class. To implement UDL into a classroom, educators must understand not only the needs of their students, but also their abilities, interests, backgrounds, identities, prior knowledge, and their goals. By understanding their students, educators can then move on to using differentiated instruction to allow students to learn in a way that meets their needs; followed by accommodating and modifying programming to allow everyone to equitably and universally access curriculum. One study describes the applicability of UDL, by explaining that "the criteria for assessment of learning goals remain consistent. In effect, the learning endpoint goals stay the same, and it is the ways that student get to that endpoint of learning that is made more diverse. In this way, each student is challenged to learn to his or her own capacity, and is challenged through both multi-level authentic instruction and assessment". In other words, even though students are expressing their knowledge on the content through varied means, and quite possibly through different learning goals, they all inevitably accomplish the same goal, based on their own abilities and understandings.


title: Inclusion (education)

text: In implementing UDL through the lens of access for those with exceptionalities, it is important to note what it means to be "inclusive." Some classrooms or schools believe that being inclusive means that students with exceptionalities are in the room, without any attention paid to their need for support staff or modified curriculum expectations. Instead, inclusive education should be about teaching every single student and making the learning and teaching equitable, rather than equal. So, to implement UDL for the benefit of all students in the classroom, educators need to think about inclusivity relative to their students and their multifaceted identities – whether that is including materials written by authors of a particular race that happens to be prominent in their class, or creating more open spaces for a student in a wheel chair. Regardless of these changes, all students can benefit from them in one way or another.


title: Inclusion (education)

text: Advocates say that even partial non-inclusion is morally unacceptable. Proponents believe that non-inclusion reduces the disabled students' social importance and that maintaining their social visibility is more important than their academic achievement. Proponents say that society accords disabled people less human dignity when they are less visible in general education classrooms. Advocates say that even if typical students are harmed academically by the full inclusion of certain students with exceptionalities, that the non-inclusion of these students would still be morally unacceptable, as advocates believe that the harm to typical students' education is always less important than the social harm caused by making people with disabilities less visible in society.


title: Inclusion (education)

text: A second key argument is that everybody benefits from inclusion. Advocates say that there are many children and young people who don't fit in (or feel as though they don't), and that a school that fully includes all disabled students feels welcoming to all. Moreover, at least one author has studied the impact a diversified student body has on the general education population and has concluded that students with 'mental retardation' who spend time among their peers show an increase in social skills and academic proficiency.


title: Inclusion (education)

text: Advocates for inclusion say that the long-term effects of typical students who are included with special needs students at a very young age have a heightened sensitivity to the challenges that others face, increased empathy and compassion, and improved leadership skills, which benefits all of society.


title: Inclusion (education)

text: A combination of inclusion and pull-out (partial inclusion) services has been shown to be beneficial to students with learning disabilities in the area of reading comprehension, and preferential for the special education teachers delivering the services.


title: Inclusion (education)

text: Inclusive education can be beneficial to all students in a class, not just students with special needs. Some research show that inclusion helps students understand the importance of working together, and fosters a sense of tolerance and empathy among the student body.


title: Inclusion (education)

text: One form of design that heavily involves the users in the process of designing is co-design. Collaboration with the people who have personal experience with the topic at hand or people who will be using the product design (in this case curriculum or methods for inclusive learning) will result in a more effective product for the users. While most students are capable of learning in current educational settings, implementing co-design can create a more effective learning setting for students. Using co-design has the possibility to create a more accommodating experience. Curriculum designers do not have enough relevant experience to design the best working curriculum and strategies that are implemented for learning along curriculums used in classrooms that do not work for every student. That is why co-designing with teachers and when possible, students can create a more inclusive experience when learning for students to benefit all students and not just students with disabilities or "special needs".


title: Inclusion (education)

text: The current and most common method in many ways centers around the designers themselves rather than the students and sometimes even the instructors, as it is the designer making the decisions and merely testing and getting feedback from the users as a form of incorporation. When designers control and limit the access to meanings that are included in the design process, it cuts off the chance for improved connections between the design and its user and is instead limited to what the designer deems significant. By leaving the users of the curriculum out of the design process itself the possibilities of new innovative ideas become limited to what designers value and the evolution of curriculum design remains moving at a slower pace than the needs of students evolve. If the canon of curriculum design could be evolved to be more collaborative with students in nature, making a more personalized and effective learning experience for students could be more obtainable.


title: Inclusion (education)

text: There is a level of division between designers and users in which users do not feel equipped to take part in the design phase, "teachers are more comfortable adapting the implementation of materials than viewing themselves as critical users and co-designers of curriculum. Similarly, curriculum designers are more comfortable as the creators of materials rather than as partners with teachers in the design of the enacted curriculum." (Gunckel & Moore, pg. 2). Despite this, efforts have been made to include users in the design process of curriculums, such as a project reflected and explained by Kristin L. Gunckel and Felicia M. Moore in which designers brought in teachers to be in a position of co-design for a subject to be taught for a high school level class. This project served to see how including instructors as co-designers benefit the delivery of the curriculum. Throughout the project the designers were able to get feedback and suggestions from a perspective outside of the experience of the designers and could create a more impactful curriculum. As well from the perspective of the instructors, they were able to be more better prepared for the content and understood the intent and larger concept behind the materials to deliver more goal oriented lessons to the students. From this project it was shown how co-design in curriculum design is very beneficial to both designers and teachers as the teachers noted the implementation of the co-designed classes resulted in a positive and effective experience for the class.


title: Inclusion (education)

text: There are many positive effects of inclusions where both the students with special needs along with the other students in the classroom both benefit. Research has shown positive effects for children with disabilities in areas such as reaching individualized education program (IEP) goal, improving communication and social skills, increasing positive peer interactions, many educational outcomes, and post school adjustments. Positive effects on children without disabilities include the development of positive attitudes and perceptions of persons with disabilities and the enhancement of social status with non-disabled peers. While becoming less discriminatory, children without disabilities that learn in inclusive classrooms also develop communication and leadership skills more rapidly.


title: Inclusion (education)

text: Several studies have been done on the effects of inclusion of children with disabilities in general education classrooms. A study on inclusion compared integrated and segregated (special education only) preschool students. The study determined that children in the integrated sites progressed in social skills development while the segregated children actually regressed.


title: Inclusion (education)

text: Another study shows the effect on inclusion in grades 2 to 5. The study determined that students with specific learning disabilities made some academic and affective gains at a pace comparable to that of normal achieving students. Specific learning disabilities students also showed an improvement in self-esteem and in some cases improved motivation.


title: Inclusion (education)

text: A third study shows how the support of peers in an inclusive classroom can lead to positive effects for children with autism. The study observed typical inclusion classrooms, ages ranging from 7 years old to 11 years old. The peers were trained on an intervention technique to help their fellow autistic classmates stay on task and focused. The study showed that using peers to intervene instead of classroom teachers helped students with autism reduce off-task behaviors significantly. It also showed that the typical students accepted the student with autism both before and after the intervention techniques were introduced.


title: Inclusion (education)

text: Even with inclusive education becoming more popular in both the classroom and in society, there are still some students with exceptionalities that are not reaping the benefits of being in a mainstream classroom. Two recent studies show that there is still work to be done when it comes to implementing inclusivity into practice. One researcher studied 371 students from grades 1–6 in 2 urban and 2 rural mainstream elementary schools in Ireland that implemented inclusive education. Students were asked through questionnaire about the social status of their peers – some of whom are on the spectrum (Autism Spectrum Disorder (ASD)) – in relation to play and work contexts. This was to determine if these students were accepted or rejected socially in an inclusive education setting. "Results showed that children with ASD experienced significantly lower levels of social acceptance and higher levels of social rejection". This demonstrates that even though there are practices in place that work to include students with exceptionalities, there are still some who are rejected by their peers.


title: Inclusion (education)

text: Many of the placements in mainstream schools with inclusive education are done because they believe the student is academically able, but rarely do they consider if they are socially able to adjust to these circumstances. One research study examined the experiences of students with ASD in inclusive mainstream schools. The 12 students ranged from 11 to 17 years old with varied symptoms and abilities along the autism spectrum. Results showed that all participants experienced feelings of dread, loneliness, and isolation, while being bullied, misunderstood, and unsupported by their peers and teachers. These feelings and exclusion had an impact on their well-being and demonstrated "that mainstream education is not meeting the needs of all with autism deemed mainstream able; a gap exists between inclusion rhetoric and their lived realities in the classroom". This shows that there is still need for improvement on the social conditions within inclusive education settings, as many with exceptionalities are not benefiting from this environment.


title: Inclusion (education)

text: These negative accounts are incredibly important to the understanding of inclusive education as a program and pedagogical method. Though inclusive education aims to universally include and provide equitable education to all students regardless of their ability, there is still more that needs to be done. The aforementioned studies show that a key part of inclusive education – or schooling in general – is social relationships and acceptance. Without social relationships, students will feel the very opposite of what feelings should be evoked through inclusivity. This means that educators and even researchers should further inquire about the inclusion rates in schools and learn how students feel about this programming. What is the point of continuing to do something that is meant to help everyone when it clearly does not? Researchers and students with exceptionalities in suggest that there be more collaborative assignments for students, as this provides an opportunity for relationships and social skills to develop. Further, the focus should be on the other students in increasing empathy and embracing difference. Besides improving the interactions between students, there is also the need for educators to evoke change. Students with ASD have provided several strategies to use to improve their quality of education and the interactions that occur in the classroom, with accommodations being carried out that relate to their specific needs. Some accommodations include having clear expectations, providing socialization opportunities, alternative ways to learn and express said learning, and limit sensory distractions or overload in the classroom. Knowing this, students, educators, researchers, and beyond need to conceptualize and implement the idea of inclusive education as one that treats students with exceptionalities equitably and with respect, based on their strengths, needs, interests, background, identity, and zone of proximal development.


title: Inclusion (education)

text: Critics of full and partial inclusion include educators, administrators and parents. Full and partial inclusion approaches neglect to acknowledge the fact that most students with significant special needs require individualized instruction or highly controlled environments. Thus, general education classroom teachers often are teaching a curriculum while the special education teacher is remediating instruction at the same time. Similarly, a child with serious inattention problems may be unable to focus in a classroom that contains twenty or more active children. Although with the increase of incidence of disabilities in the student population, this is a circumstance all teachers must contend with, and is not a direct result of inclusion as a concept.


title: Inclusion (education)

text: Full inclusion may be a way for schools to placate parents and the general public, using the word as a phrase to garner attention for what are in fact illusive efforts to educate students with special needs in the general education environment.


title: Inclusion (education)

text: At least one study examined the lack of individualized services provided for students with IEPs when placed in an inclusive rather than mainstreamed environment.


title: Inclusion (education)

text: Some researchers have maintained school districts neglect to prepare general education staff for students with special needs, thus preventing any achievement. Moreover, school districts often expound an inclusive philosophy for political reasons, and do away with any valuable pull-out services, all on behalf of the students who have no so say in the matter.


title: Inclusion (education)

text: Inclusion is viewed by some as a practice philosophically attractive yet impractical. Studies have not corroborated the proposed advantages of full or partial inclusion. Moreover, "push in" servicing does not allow students with moderate to severe disabilities individualized instruction in a resource room, from which many show considerable benefit in both learning and emotional development.


title: Inclusion (education)

text: Parents of disabled students may be cautious about placing their children in an inclusion program because of fears that the children will be ridiculed by other students, or be unable to develop regular life skills in an academic classroom.


title: Inclusion (education)

text: Some argue that inclusive schools are not a cost-effective response when compared to cheaper or more effective interventions, such as special education. They argue that special education helps "fix" the students with exceptionalities by providing individualized and personalized instruction to meet their unique needs. This is to help students with special needs adjust as quickly as possible to the mainstream of the school and community. Proponents counter that students with special needs are not fully into the mainstream of student life because they are secluded to special education. Some argue that isolating students with special needs may lower their self-esteem and may reduce their ability to deal with other people. In keeping these students in separate classrooms they aren't going to see the struggles and achievements that they can make together. However, at least one study indicated mainstreaming in education has long-term benefits for students as indicated by increased test scores, where the benefit of inclusion has not yet been proved.


title: Inclusion (education)

text: As used by UNESCO, inclusion refers to far more than students with special educational needs. It is centered on the inclusion of marginalized groups, such as religious, racial, ethnic, and linguistic minorities, immigrants, girls, the poor, students with disabilities, HIV/AIDS patients, remote populations, and more. In some places, these people are not actively included in education and learning processes. In the U.S. this broader definition is also known as "culturally responsive" education, which differs from the 1980s-1990s cultural diversity and cultural competency approaches, and is promoted among the ten equity assistance centers of the U.S. Department of Education, for example in Region IX (AZ, CA, NV), by the Equity Alliance at ASU. Gloria Ladson-Billings points out that teachers who are culturally responsive know how to base learning experiences on the cultural realities of the child (e.g. home life, community experiences, language background, belief systems). Proponents argue that culturally responsive pedagogy is good for all students because it builds a caring community where everyone's experiences and abilities are valued.


title: Inclusion (education)

text: Proponents want to maximize the participation of all learners in the community schools of their choice and to rethink and restructure policies, curricula, cultures and practices in schools and learning environments so that diverse learning needs can be met, whatever the origin or nature of those needs. They say that all students can learn and benefit from education, and that schools should adapt to the physical, social, and cultural needs of students, rather than students adapting to the needs of the school. Proponents believe that individual differences between students are a source of richness and diversity, which should be supported through a wide and flexible range of responses. The challenge of rethinking and restructuring schools to become more culturally responsive calls for a complex systems view of the educational system (see Michael Patton), where one can extend the idea of strength through diversity to all participants in the educational system (e.g. parents, teachers, community members, staff).


title: Inclusion (education)

text: Although inclusion is generally associated with elementary and secondary education, it is also applicable in postsecondary education. According to UNESCO, inclusion "is increasingly understood more broadly as a reform that supports and welcomes diversity amongst all learners." Under this broader definition of inclusion, steps should also be taken to eliminate discrimination and provide accommodations for all students who are at a disadvantage because of some reason other than disability.


title: Inclusion (education)

text: "The inclusion of age-appropriate students in a general education classroom, alongside those with and without disability is beneficial to both parties involved. With inclusive education, all students are exposed to the same curriculum, they develop their own individual potential, and participate in the same activities at the same time. Therefore, there is a variety of ways in which learning takes place because students learn differently, at their own pace and by their own style. Effectively, inclusive education provides a nurturing venue where teaching and learning should occur despite pros and cons. It is evident that students with disabilities benefit more in an inclusive atmosphere because they can receive help from their peers with diverse abilities and they compete at the same level due to equal opportunities given." Research on the topic of inclusive education can contribute to the development of existing knowledge in several ways.


title: Paagal

text: Paagal () is a 2021 Indian Telugu-language romantic comedy film written and directed by debutante Naresh Kuppili and produced by Bekkem Venugopal under the banner of Lucky Media. The film stars Vishwak Sen, Nivetha Pethuraj, Bhumika Chawla and Murali Sharma. The release was postponed multiple times due to the COVID-19 pandemic in India. The film was released on 14 August 2021.


title: Paagal

text: Prem, an 8-year-old boy is taken care of by his mother (Bhumika Chawla). He loves his mother very much and so does his mother. They live happily but one day, his mother dies of cancer without proper medication.


title: Paagal

text: Prem is very depressed because of his mother's sudden demise. His friend suggests he love a girl sincerely and in turn, he will get the same love and affection which his mother used to show. He writes a letter to his deceased mother and ties it to a helium balloon and releases it.