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High and low incidence disabilities
Using inclusive teaching
Using inclusive teaching
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Full Inclusion for Children with Disabilities All children deserve the right to the same opportunities and education. Though the years the laws have changed to include special needs children with that same right. Children with special needs have disabilities that range from minor to major. These disabilities could include hearing impaired, vision or speech impaired, learning disorders, heath disorders that make it difficult to get around as easily as others or even physical disorders. With these disabilities, these children should have the same opportunity as their peers. Inclusion classes had brought new meaning to including children with disabilities. Inclusion is used to allow children with disabilities to spend more time in a regular …show more content…
They can sometimes feel bullied or isolated by their peers (Lindsay, McPherson, Aslam, McKeever, & Wright, Feb 2013). By including them, they feel more accepted (Lindsay, McPherson, Aslam, McKeever, & Wright, Feb 2013). Children with disabilities have the potential to learn from their classmates as well as teach their classmates. They can teach their fellow classmates that being disabled is not a disease. Children without disabilities can learn that children with disabilities are just like them and they should look and focus on their abilities instead of their disabilities (Lindsay, McPherson, Aslam, McKeever, & Wright, Feb 2013). They should not be scared of them or think they are more fragile. Children with disabilities can learn from their peers how to work in groups and how to develop …show more content…
Teachers involved in inclusion classes create a more welcoming atmosphere, emphasize diversity among students with or without disabilities, and are more acceptable to structuring their classroom for the flexibility of children with disabilities (Anati & Ain, 2012). With multiple teachers in a classroom, teacher share the task, and students in inclusion get more teacher time, while still getting to stay in a general education classroom. Through inclusion classes, the teachers get to know their children with disabilities, their weaknesses and their strengths. They can use that to develop a lesson plan with accommodations that works for all their
What is inclusion? Inclusion learning is the idea that regardless of a child’s disability they are considered access to a regular education setting that will provide the learning aides needed for that child to learn successfully. The debate of inclusion learning has been on the table for many years. According to the U.S. Department of Education's report to congress in the 2006 school year there were 701,949 children between the ages of three and five years old being served for special needs under the Individuals with Disabilities Act (IDEA)(17). The IDEA was introduced in 1997 as an amendment to the 1975 Education for All Handicapped Children Act. This amendment was to “to ensure free and appropriate education for children of all learning and physical disabilities in the least restricted environment” (Individuals with DisabilitiesEducation Act Amendments of 1997). One of the purposes of the IDEA law was “...
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.
If one looks at the word “Inclusion”, its definition states that the word means being a part of something or the feeling of being part of a whole. By looking at this term, one gets a sense about what inclusion education is all about (Karten p. 2). Inclusion education is the mainstreaming of Special Education students into a regular classroom (Harchik). A school that involves inclusive education makes a commitment to educate each and every student to their highest potential by whatever means necessary (Stout). Their goal is for all children, disabled or not, to be able to attend a typical classroom.
Disability can affect development in a variety of ways. It is important that every pupil feels valued and included. Diversity should be welcomed. Children should not be stereotyped because of
Inclusion is one of the very controversial topics concerning the education of students in today's society. It is the effort to put children with disabilities into the general education classes. The main purpose is to ensure that every child receives the best education possible by placing them in the best learning environment possible. Inclusion is a very beneficial idea, supported by law that promotes a well-rounded education while also teaching acceptance of others.
Full inclusion is like communism. It looks good on paper and may even sound good, but does not actually work to benefit all involved. Full inclusion is the idea of including every student with a disability, regardless of severity, into the general classroom. While it sounds like a great idea, it would not benefit every student with disabilities, every time and could hinder the education of non-disabled students. Full inclusion is not feasible for all students with disabilities.
Those who support an inclusion model for all students take the stand that students with disabilities should be placed in and inclusion setting with the idea that all special education students will benefit from an inclusion setting with their general education peers. An inclusion setting will provide academic growth and social growth. The placement of special education students in a general education classroom would also benefit students to respect and accept those students who are different. Students should be placed in an inclusion setting whenever possible (Noll, 2013).
General education students also benefit from the diversity of an inclusive classroom. Duhaney and Salend, 2000 found that parents of children without disabilities identified benefits for their own children such as greater sensitivity to the needs of other children, more helpfulness in meeti...
The true purpose of school is to prepare children for their future in becoming lifelong learners and global citizens. For children with special needs, special education services prepare and provide support for them in dealing with the challenges they face daily. Laws such as Individuals with Disabilities Education Act has enforced schools to provide education to all children and reinforces the purpose of the school, which is to provide children the Least Restrictive Environment to help them develop to their optimal potential. There are myriad of concerns regarding inclusion’s effect on typical developing students, yet a research done by Bui, Quirk, Almazan, and Valenti shows that “[p]resence of students with disabilities results in greater number of typical students making reading and math progress compared to non-inclusive general education classes” (p. 3). Therefore, inclusion not only benefits children with disabilities, but it also benefits typical developing student’s academic skills and allows them to learn acceptance and respect for students with disabilities.
Summary Disabilities leave people out from participation in the society, getting employment, attending schools and making a home and family. Disabilities involve hearing, visual, impairment of hands and legs, and intellectual. There has been a debate and controversies regarding children with disabilities on inclusive education. Inclusive education has significant allegations on special education policies. Warnock, Norwich, and Terzi (2010) claim in their pamphlet, that inclusion has resulted in many kids being physically included but most importantly emotionally excluded from common projects of learning.
The idea of inclusion within a classroom tends to breed controversy from many people. Currently there is no clear consensus on a definition of inclusion (Heward, 2006). There are many different views on how students with disabilities should be handled. Those views ranged from students being fully included, partially included, or not included at all in mainstream schooling. Different descriptions of inclusion tend to reflect the person's own opinions towards it. People who feel students should not be included in the classroom focus on the negative characteristics of inclusion, such as the challenges of developing plans for students as well as the hard work it requires to incorporate those plans. However, studies show that full inclusion has many benefits to the students, for both students with disabilities as well as students without them. Inclusion has shown to improve the student's social skills, encourage communication, inspire laws and regulations, and improve the overall schooling experience (Gargiulo, 2012). Although it will take longer then some would like or have the patience for, full inclusion can be done in the classroom, with its benefits outweighing the hard work that it requires.
Inclusion is “the practice of effectively placing and working with students with disabilities in the regular classroom” (Royster, Reglin, and Sedimo, 2014, p. 1). Rea, Mclaughlin, and Walther-Thomas (2002) refer to inclusion as, “providing all students, including those with significant disabilities, equitable services with needed supplementary aids and support systems in age-appropriate classrooms in their schools in order to prepare these students to lead productive lives in society” (p.7). As stated by Kimberly Schoger in her journal article, Reverse Inclusion
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 does not only benefit the student, but the parents, teachers, school and the community. It is about understanding additional needs rather than ignoring them and allowing the student every chance that students without difficulties/disabilities have available to them
Kids with disabilities are nice young boys and girls, but they don’t always get the chance to show it. People judge them because of what they have. It could be because they can’t speak right, do a math problem like we can, or they could have a mental handicap. Children with disabilities should be treated the same as everyone else.