Disability is defined by the Merriam-Webster dictionary as “a condition (such as an illness or an injury) that damages or limits a person 's physical or mental abilities in a way that does not allow them to function in a ‘normal’ way”. Upon further examination of that definition, it is understandable, but nonetheless very wrong, that problems tend to arise in relation to disabilities in schools more than in any other learning situation. Let us start off by breaking this definition into smaller bits that we can discuss. First, if you break apart the word into smaller parts, it means “not having ability [to do something]”. While it is true that students with disabilities cannot do certain tasks to the same extent or in the same way that the average …show more content…
Exceptional, in this case, means not ordinary or average in the world of education, which includes two distinct and rather opposite groups of students: those who are significantly above average and those who are much below average. In the case of both of these groups, in order to give them their best chance at a quality and truly engaging education, students can be separated from the average student population. Exceptionally excellent students will typically get placed into accelerated, honors, or Advanced Placement classes where they will learn more intricate material at a quicker pace, while significantly below average students are typically sent to a resource room or assigned to spend the entirety of their day in a special education classroom where they will take part in smaller group or individual lessons with specially trained teachers determined to give them their absolute best chance at success, despite any setbacks they might face as a result of their disability. This model works well to assure that children are placed in classes that they can keep up with but also find appropriately engaging, however, in order to avoid the inevitable and socially-damning feeling of inadequacy that can naturally come with exclusivity, many schools implement the increasingly-supported education model of inclusion, or an approach to special education that wholly rejects the idea of placing students with special needs in separate classrooms or schools and, instead, favors integrating them with the rest of their peers in the hope that doing so will improve the quality and end result of their education and socialization. In this research paper, I will analyze the successes and failures of inclusion in terms of students who are disabled and, consequently, use that learned information to creatively
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
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...
What do we do with children with disabilities in the public school? Do we include them in the general education class with the “regular” learning population or do we separate them to learn in a special environment more suited to their needs? The problem is many people have argued what is most effective, full inclusion where students with all ranges of disabilities are included in regular education classes for the entire day, or partial inclusion where children spend part of their day in a regular education setting and the rest of the day in a special education or resource class for the opportunity to work in a smaller group setting on specific needs. The need for care for children with identified disabilities both physical and learning continues to grow and the controversy continues.
This chapter introduces the concepts of exceptional students, the concepts of inclusion, and how these ideas have developed in the Canadian education systems. I have taken classes that cover these concepts before, but it is interesting for me to review them in the light of both my pre-internship and internship experiences. After these experiences I think I am better able to understand these concepts because I have dealt with them as a classroom teacher.
People that are seen as having a disability are often passed through the majority of their classes or are not properly taught. In other words, teachers and professors may expect less from them. This does not benefit the student nor does it show that the teacher is interested in trying to help students with such disorders. In what possible way does it make sense to send someone out into the world without teaching them to the best of their capabilities? The lack of effort in the teacher’s work ethic comes off quite arrogant and selfish. It is the responsibility of a teacher to prepare the student for the real world and give them every piece of knowledge they can
Schools in today’s society are rapidly changing and growing striving to implement the best practices in their schools. Nonetheless, before a school can implement a program in their school, they need reliable evidence that the new program will work. A new program that schools are aiming to implement is inclusion in the classroom because of the benefits inclusion could bring. The implementation of inclusion is strongly connected by people’s attitudes whether they are positive or negative. However, while inclusion is being widely implemented, there is comparatively little data on its effectiveness. It may be that inclusion benefits some areas such as reading and social skills, more than it does others.
By not including these students with disabilities, it is like we are not allowing them to have the same fun experiences other students their ages are doing. In an example David M. Perry mentioned, “Last month the teacher put on Readers Theater (in which kids acted out books) and told us [the parent] in an email that “Nico [their son with disability] would get to participate as an audience member.”” How is this fair for Nico? What if he wanted to act out books with his classmates? This isn’t fair and students with disabilities shouldn’t be excluded like this; it is like we are putting them under discrimination. What some people in the society don’t know is how it truly affects the student with the disability who is being excluded. According to Tom Ledcke, who teaches in special education, “…my students could feel that they were ‘outsiders’.” Outsiders are of someone who does not belong in either a group or society. In this case these students with disabilities feel isolated or alone from everyone, so they feel like they don’t belong. People today are still arguing if we are indeed doing are best to include these students in inside and outside activities. So the question is are
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.
Inclusion 'mainstreams' physically, mentally, and multiply disabled children into regular classrooms. In the fifties and sixties, disabled children were not allowed in regular classrooms. In 1975 Congress passed the Education of all Handicapped Students Act, now called the Individuals with Disabilities Education Act (IDEA). IDEA mandates that all children, regardless of disability, had the right to free, appropriate education in the least restrictive environment. Different states have different variations of the law. Some allow special needs students to be in a regular education classroom all day and for every subject, and others allow special education students to be in a regular education classroom for some subjects and in a separate classroom for the rest. There are many different views on inclusive education. In this paper I will address some of the positive and negative views on inclusion and ways to prepare educators for inclusive education.
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).
The main obstacle faced by students with disabilities in the attempt to achieve educational equality is the continuing debate over the In...
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.
Special education has undergone immense changes through the years. Research and studies on the debate of whether or not inclusion is appropriate for special education students is just beginning to cultivate. The question has always been, what is best for these students? Schools and teachers are becoming leaders in the exploration of new paths, in search of new teaching styles and techniques. Mainstreaming or inclusion at the middle school and high school level, which is educating students with special needs in regular classes with their non-disabled peers, has proven to be beneficial for the special education students cognitive and social developmental needs. It can not only benefit the handicapped student but all students in the classroom.
The philosophy of inclusive education has “brought about teams of general education and special education teachers working collaboratively or cooperatively to combine their professional knowledge, perspectives, and skills” (Ripley, 1997). Many approaches have been developed and researched over the years to determine best practices for inclusive education in public schools, which include mainstreaming and specialized schools. The challenge for educators and school systems is deciding which approach and strategies meets the individual needs all students in classrooms.
When teaching students with disabilities it is important to know and understand the needs of all the students in the classroom. Ultimately, the goal for any educator is to educate all of the students in the classroom and ensure that appropriate accommodations are being made for students with disabilities. By utilizing these skills in reading, writing, and classroom management, an educator will be able to help all students be successful.