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Inclusion in the Classroom Inclusion in the classroom is a topic that I did not fully understand when I first became a special education teacher. Studying inclusion and all the aspect that it encompasses has enlighten me to the complexities of inclusion in the classroom. Inclusion has expanded to every facet of school activities outside the classroom. I am going on my fifth year of being a special education teacher and continuously find the need for additional education and training among the staff and administration. I feel having a comprehensive understanding has made me a better educator and advocate for children with disabilities. About Inclusion Prior to legislative changes in the 1990’s segregating children with special needs from …show more content…
I have experienced firsthand some of the positives and negatives. One of the most important aspects of inclusion is the social development gained by students with disabilities. One of the negatives is the danger of a student with a disability not being able to differentiate when they are in real danger of getting hurt. Often students with disabilities appear to be normal among the other students and not given the latitude of having a disability that may impede there judgement. As a special education teacher, I have learned standing in the doorway to prevent a child from leaving the classroom constitutes seclusion. I had to testify in a civil case in 2016 were a child with a disability tried to leave the classroom and the substitute teacher stood in the doorway and tried to prevent her from leaving. Preventing the incident could have transpired if there had been proactive measures taken rather reactive measures. It has become necessary to provide all personal involved within the school system the education needed to support inclusion and children with disabilities. I am a true believer in Least Restrictive Environment. Throughout my teaching career, I have watched a student with an IQ of 51 participate in co-taught or mainstream classes. Now, this particular student’s social skills were better than most people I know. In his freshman year, the doctor diagnosed him with cancer and given one year to live. He never stopped smiling. He pulled through and is currently finishing a program at the Vo-tech, where he maintained his grades and attendance with very few accommodations. He is happy, healthy, and I can see him ending up making more money a year than most people I know. I do understand not all cases will be like this one. However, I am sure that if the parents of this particular student had not stood their ground and refused to allow their child be
As it stands, learning disabled children are placed into class with regular students and from the start things are off kilter. States have regulated inclusion learning in the classrooms but the child with a learning disorder realizes that he is a little different. This frustrates the student with a learning disability, and there will be days when he or she will not want to attend school professing to have a stomach ache or get involved with the wrong crowd just to avoid the frustration of
Educators can have strong feelings on the subject because having special needs students in a regular classroom can have a large impact on the classroom community. Those who believe in inclusive classrooms realize that, to be successful, it requires allot of classroom management and differentiated instruction, but feel the benefits are worth the work involved. Those who do not believe in inclusion feel that it leads to “l...
The movement for inclusion in education has advanced since the years of special schools for children with disabilities. Although there have been significant changes to the laws protecting the rights of children with disabilities there remains an underlying debate as to whether these children should be in main stream classes. Most states and territories in Australia practice inclusive education, however this remains a contentious topic with differing attitudes. It is evident whilst many challenges remain, schools should implement and deliver quality programs that reflect best practice policies. Positive teacher attitudes, promoting diversity, modelling inclusion in the classroom and developing a sense of community by working in partnerships
Inclusion, in the educational system, is the integration of learners with disabilities into general education classes (Voltz et al., 2001). This concept may sound simple, however the reality is much harder to achieve. Inclusion primarily focuses on how to put students with special needs into a general education class, instead of focusing on how to change the general and special education system to better support all students. This is a necessary shift in the way educators, administrators, parents, and communities view the structure of inclusion, which is necessary for its underlying purpose to be realized.
In order for inclusion to be implemented properly it is important that teachers, parents, and administrators to know the definition of inclusion. An inclusion program means that the student spends all or most of their school time in the general education classroom rather than a self-contained classroom. However, the students will still receive the support and interventions they would have received in a self-contained classroom. There are different types of inclusive classrooms where different types of teaching occur. There is co-teaching where there is both a general education teacher and a special education teacher that co teach. Both will work with students that have an individualized education plan (IEP) and the student will receive more support. In addition, an inclusive classroom can have a general education teacher but has the special education teacher as a resource or aid, which qualifies as a collaborative model of inclusion.
According to Spring (2016), inclusion is the integration of children with disabilities into regular classrooms. Full Inclusion refers to the inclusion of all children with disabilities. (p. 134) Inclusion is challenging in many ways for teachers and students alike. It can also be frustrating.
Inclusion classes are very important to the school system. Inclusion classes allow children with disabilities to get their education to the fullest extent. While children with disabilities are in inclusion classes they can also be placed in standard classes to get them introduced to other kids. While no one really knows the true definition of inclusion, the definition is very clear. Inclusion classes help the school system by integrating regular students with disabled students. Both regular students and disabled students benefit from being integrated into standard classes. Inclusion classes are for disabled children that provide the best education possible in the Least Restrictive Environment (LRE) and they help the school system by allowing some of the disabled children to be in standard classes to be integrated with other students and teachers.
The majority of students with disabilities should be in an inclusive setting. These students are generally placed based on the Least Restrictive Environment (LRE). Furthermore, the majority of these students are able to keep up academically with their peers, even
Inclusion is the main issue within the inclusive learning environment, if a child doesn’t feel included within their environment then their learning will be effected by this. The Oxford English Dictionary defines inclusion as “the action or state of including or of being included within a group or structure” (Oxford English Dictionary 2011: Inclusion) This means that every child should feel involved and included, no matter of there different learning abilities or levels. This can mean children who have special educational needs, such as dyslexia, physical disability or metal disability. Inclusion should provide opportunities for all children, no matter of their age, race, gender, disability, religion, ability or their background, to be involved within their learning environment. Each child should feel like they belong and feel like they are...
Inclusion is not a new idea, but has been rapidly gaining momentum within many disciplines internationally. Inclusive education is a term often associated with special education, and children with additional needs. However, inclusive education is about ensuring that educational settings allow for meaningful participation by all learners. Each child has their own unique identity, ways of doing things, strengths and weaknesses. Ministry of Education [MoE] (1998) states that teachers “should recognise that as all students are individuals, their learning may call for different approaches, different resourcing, and different goals” (p. 39, emphasis added).
Inclusion of all students in classrooms has been an ongoing issue for the past twenty-five years (Noll, 2013). The controversy is should special education students be placed in an inclusion setting or should they be placed in a special education classroom? If the answer is yes to all special education students being placed in inclusion, then how should the inclusion model look? Every students is to receive a free an appropriate education. According to the Individual Education Act (IDEA), all students should be placed in the Least Restrictive Learning Environment (Noll, 2013).
My future classroom will be an environment that is welcoming and engaging with activities that will enhance and encourage each child’s development and learning. Inclusion is difficult, even for adults. Yet without the implementation of inclusion, students are deprived of the opportunity to interact with a variety of people and learn acceptance and respect. It means to make everyone feel loved and accepted just the way they are. Having an inclusion environment will help children grow up to be better adults and citizens of tomorrow.
Inclusion in classrooms is defined as combining students with disabilities and students without disabilities together in an educational environment. It provides all students with a better sense of belonging. They will enable friendships and evolve feelings of being a member of a diverse community (Bronson, 1999). Inclusion benefits students without disabilities by developing a sense of helping others and respecting other diverse people. By this, the students will build up an appreciation that everyone has unique yet wonderful abilities and personalities (Bronson, 1999). This will enhance their communication skills later in life. Inclusive classrooms provide students with disabilities a better education on the same level as their peers. Since all students would be in the same educational environment, they would follow the same curriculum and not separate ones based on their disability. The main element to a successful inclusive classroom, is the teachers effort to plan the curriculum to fit all students needs. Teachers must make sure that they are making the material challenging enough for students without special needs and understandable to students with special needs. Inclusive classrooms are beneficial to students with and without special needs.
Inclusion has become increasingly important in education in recent years, with the Education for Persons with Special Educational Needs Act being passed in 2004 to ensure equality in our system. In summary, inclusion is the idea of there being no child...
Inclusion, what does it really mean? Why is it used in the classroom today? How is it used? In this paper, I will discuss my understanding of inclusion, what it might look like in my classroom, and give a few of the positives and negatives that I consider important to know. An important fact to note is that inclusion is rooted in the “Individuals with Disabilities Education Act” (IDEA) where the student with disabilities are to be educated in the least restrictive environment (LRE). Although this Act does not specifically address inclusion, it falls under LRE. To start off let us look at my understanding of inclusion.