Inclusion In Classrooms

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Inclusion in classrooms Inclusion is the educational practice of educating children with disabilities in classrooms with children who do not have disabilities. To a child, this is the idea of knowing that he/she belongs in a classroom. I believe that all children, with or without disabilities, should be included in their classroom’s group or structure. According to the article, “Training General Education Teachers,” it has been stated that general education teachers and co-teaching teams often struggle with trying to effectively teach children with special needs. "All teachers have a need be trained and prepared for the inclusion of special needs students in the general education population," (Cavanaugh, n.d.). I too feel as if general education …show more content…

With strong administrative support, a plan for implementation, and enhanced knowledge and skills for teachers; there would be absolutely no reason at all for inclusion to not work. Merging special education with regular education classes is essential. In my eyes, a student with autism and a student without autism are equal. Therefore, if a child does have autism he/she should be able to attend school and regular classrooms so that they could receive the support they need in order for them to be successful as well. Although it may be difficult for some schools to provide the specialized education needed for children with autism, I still firmly believe that regular/general education teachers are capable of taking on the job, even if it is difficult. In the scholarly article, "Less Afraid to Have "Them" in My Classroom": Understanding Pre-Service General Educators' Perceptions about Inclusion,” it is stated that successful teaching and learning in the inclusive classroom is largely predicated on a teacher's knowledge, skills, and dispositions, all of which can be undermined by a belief system that is inconsistent with an inclusive paradigm. This is when the No Child Left Behind Act …show more content…

As stated pretty much throughout both articles, inclusion classrooms are becoming a popular method of instructing students with disabilities, and because of this, general education teachers need to be aware of multiple methods, strategies, and resources that will prepare them to instruct all students no matter the circumstance. However, in the scholarly article the only difference I noticed was that it was leaning toward a bit more on the side of special education teachers and general education teachers playing their roles as doing only what they specialized in, which is unacceptable even though it is unrealistic to think that every teacher will be skilled in every aspect of teaching students with and without disabilities. It is still necessary for all teachers to prepare for such tasks because one never know who will have to enter their

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