Children with Disabilities in the Classroom

Children with Disabilities in the Classroom

"A recent feature of elementary schools is the more frequent inclusion of children with disabilities. Regular classrooms now include children whose physical and mental disabilities would at one time have relegated them to special classrooms" (Cooper & Ryan 1998, pp. 98). There are numerous issues that arise when it comes to educating exceptional students. Since, science is an important school subject we need to have special adaptations to meet all of the student’s needs. "Students with exceptional educational needs are best served in regular classrooms in their neighborhood schools" (Koch 1999, p. 16). While we interviewed Mark Bertram, a kindergarten teacher at Homer Elementary school, Janie Hughes, Special Education Teacher’s Aide in Mark Bertram’s classroom, we asked them the question: "What does inclusion mean to you and how does it affect your classroom?" They stated that having inclusion in the classroom from the beginning of schooling allows children to come into contact with students unlike themselves and become comfortable with their differences. We also asked teachers, "How do the students respond to having a child with special needs in the classroom?" They stated that the children respond in a positive manner by being very caring and helpful to the students. In one of the classrooms there is a child with Cerebal Palsy. She enjoys reading books and the children are always excited to help her by holding the books, reading slowly and loudly with her. In the other classroom there is a student with Autism. When she has an episode during a lesson instead of a teacher taking out the time to calm her down, a student will rock with her until she relaxes while they are still following along with the lesson.

In 1975, Public Law 94-142 was passed which means all children who have been identified as having a disability are guaranteed the right to a free and appropriate education in the least restrictive environment (LRE) (Biklen, et al 1987). We saw examples of this in the classroom when exceptional students were participating in normal classroom activities with average students. For example, one of the classrooms created an ABC picture book by forming their bodies around the special needs child to create the letters of the alphabet. "Teachers will create developmentally appropriate lessons for all students which are grounded in mathematics and science and which can be applied in the design activities of technology" (NY State Education Department 2000).