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Inclusion of special needs learners
Inclusion in education conclusion
Inclusion of special needs learners
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I really enjoyed this Ted talk by Ilene Schwart, she provided a well-defined definition of what an inclusion classroom should be, which is belonging to a community, a group of friend, a school and a neighborhood. I have worked in many school and they tried to include children with disabilities, but in some of the classes you can see that the teacher is just waiting for the school year to be over so the child can no longer be in the class. However, in one of the schools I have worked at, one of the student, I will call him Brandon, he has autism and a physical disability. The students in his classes are so friendly and are always willing to help him, even when he’s walking in the hallway his classmate always acknowledge him, as well as the
Most people feel relatively uncomfortable when they meet someone with an obvious physical disability. Usually, the disability seems to stand out in ones mind so much that they often forget the person is still a person. In turn, their discomfort is likely to betray their actions, making the other person uncomfortable too. People with disabilities have goals, dreams, wants and desires similar to people without disabilities. Andre Dubus points out very clearly in his article, "Why the Able-bodied Still Don't Get It," how people's attitudes toward "cripples" effect them. It's is evident that although our society has come a long way with excepting those with physical disabilities, people do not understand that those with physical disabilities are as much human as the next person
school placement (Gabel & Danforth, 2008, p.42). An approach to inclusion that The United States maintains is that the educational settings are based on each child’s individual case.
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 “...
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.
Having worked in an Autism program first hand I can tell you these people are doing everything they can to help these kids into functioning members of society. Though some will need to be assisted their entire lives some can lead semi-normal lives. In these classrooms these programs not only focus on learning the fundamentals like all children in school (english, math, science, etc..) they also teach social skills and activities, they teach the kids things like proper etiquette in public places, safety on the phone, all the things that that isn 't 'common sense ' to them because of their disability. They work hard to help the students who are more high functioning to integrate into normal classrooms and the children who are more so low functioning to be able to do the basics and beyond for themselves. These programs are continually developing and reshaping to best fit the needs of their
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 '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 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.
The inclusion setting at P.S. 304 promotes collaboration and ensures that all members of the setting’s community will expect and experience acceptance. On June 8, 2016, I observed Ms. Pfeiffer 3rd grade inclusion class. Ms. Pfeiffer has 32 general educational students and 2 special needs students. Jayden Smith has ADHD and Jennifer Jordan development delays. Ms. Pfeiffer has the students grouped together by tables. Jayden and Jennifer are not excluded from the seating arrangements in the class and are placed in with the general ed students. The third grade class often uses the easel and smart board that's placed in the middle of the room. Their reading books are categorize by dot colors to represent the academic reading level. The closet doors
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).
As a new teacher preparing to embark upon what I hope will be a long-lasting, rewarding career in education, I want to create an inclusive, stimulating and collegial climate in my classroom. I plan to make sure that all my students feel valued, and contribute actively to the knowledge, interactions, learning and interests shared by the class. However, I appreciate that as a new, inexperienced teacher I could encounter or unintentionally create barriers that undermine my vision of an inclusive classroom. Although systems will operate in any school setting that can help or hinder inclusive practices, I believe it is my responsibility to ensure that every student in my care has high aspirations, and experiences success at school regardless of the school context.
ASD also impacts peer relationships. Building relationships can be difficult for a person diagnosed with ASD, as they have trouble interacting with peers, engaging in activities, and keeping conversations. Deficits in these areas leaves children with ASD lonely and with a lack of friendships. Relationally, people with autism also suffer in school settings because their needs are not fully met. Educators have a hard time creating an environment where peers are accepting of students with autism.
Special education requires self-disciple, patients, mindfulness, understanding and love. Children are all very special and have unique personalities to fall in love with. Children with disabilities have these wonderful traits just like others. They face challenges that other children will never know but I believe inclusive classroom are providing children with or without disabilities that each other are really not as different from one another as they appear to be. When children are dismiss these differences, they gain a relationship with each other, positive outcomes our produce, social skill become of existence, cognitive skills, fulfillment is express through joyful emotions. A feeling of acceptance allows children with disabilities to reach their IEP goals. Thus, leads to self-confidence, positive attitudes, and trust their self that they to gain the life skills needed to be independent.
Everyone is born with unique traits and attributes. Some people are good athletes, others are good in academics, some people are excellent musicians, and others could even all of these things. My brother, Vincent, was diagnosed with autism when he was a young boy and struggles with issues every day of his life. Vincent, 11 years old, has always struggled with school, bullies, and even small, little things that happen in our house. This year, he started middle school at the East Islip Middle School and I am very proud of him for moving on like that, knowing that it must be very hard for him to do this.
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