Reflection: Inclusion Project Everyone is different; each having different cultures, personalities, perspectives, interest, and strengths and weaknesses. For example some people enjoy public speaking, while others, like Ange Burnett, find it unsettling. This overwhelming feeling can become crippling during fundamental tasks, as the stress becomes overbearing. This uneasiness can be seen by teachers and preschool students as they enter the center each day. A teacher might be running late or be thinking about what she/he has to do after work. Thus, affecting his/her performance as he/she is weighed down by other issues and unable to concentrate on the task at hand. This feeling lowers the caliber of work a teacher can perform as he/she will …show more content…
The children might be on the borderline as they are unable to function in a classroom while not severe enough to qualify for services. One reason this happens is because one needs to show deficits in three areas. I was appalled by this information. This shows the educational system, especially the Inclusion Project, has a ways to go. Although, funding plays a big part in accepting clients, society needs to help the majority of children seeking help. The children on the borderline are placed at a disservice as they are unable to receive help and must navigate themselves through challenging. The children are not able to gain methods, skills, or techniques to help them on his/her journey of life. Instead they are seemed to be casted way told to sink or swim. Education is fundamental to future success. Therefore, by not offering young children service because the child doesn’t show sufficient delays is detrimental. The child will have difficulty absorbing the substance of his/her education and form a negative outlook towards learning. This does a disservice to the child, families, and society. Allowing children to fall through the cracks should never be accepted or shrugged off, especially when it comes to education. Instead we should build a system where children are place on the track to achieve and given tools to excel and see learning …show more content…
It showed the value of self-coping techniques as she demonstrated the ability to regain composure. Anxiety, stress, and uneasiness often drift into preschool centers as daily interruption can throw one off his/her game. However, the ability to center oneself, and refocus at the task at hand is incredibly important. It also is essential to those in the Inclusion Project to develop those techniques. She also presented interesting facts on the children receiving services, and the statistic that sixty percent do not qualify for services. Both are imperative to society. Learning why many boys display more delays than girls, especially in developmental delays and social/emotional and behavior development delays can be very insightful in assisting the issue. This will create a clearer picture of the issue. However, understanding the information allows teacher the opportunity to assist parents by providing the Inclusion Project as a resource for assistance. Also the statistic that many fall through the cracks of our educational system is alarming and needs to be confronted. This is providing a great disservice for children in receiving a vital education. The child struggles to obtain knowledge. One should never struggle for something so fundamental. Society needs to find ways to reach and service the individuals who are falling through the cracks. We cannot settle for good enough, rather we should always strive to make the world
Nyla was a student that took a lot of work and effort that would make her successful. Although she did have some limitations such as her communication and transportation, Kissinger made it possible for her to be a special part in the classroom. The students in this school room then grew respect for Nyla and had an open mind of always looking out for others. This story of Holding Nyla was a story that had touched my heart. This is an exact model of what I want to strive for in my future classroom. The main lesson I got from this text was not to focus on the child’s disability and limitations as a student, but utilize the student and as one could see, that had a great impact among her peers and overall environment of the classroom. By the end of this transforming story, Nyla was not the only one feeling praise and importance in this classroom, or not feeling underestimated by her disability, but every child that was in that room felt that as
According to Stout (2001) the concept of inclusion can be differentiated into mainstreaming, inclusion and full inclusion each describing the amount of time special education students become part of a normal education classes. “Inclusion is a term which expresses the commitment to educate each child, to the maximum extent possible, in the school and classroom he or she would otherwise attend” (definitions section, para. 2). This commitment is based on the belief that special needs students would profit from the regular classroom environment (Noll, 2014, p. 225). According to Stout (2001) research based evidence supports this belief as “Recent meta-analyses confirm a small to moderate beneficial effect of inclusion education on the academic and social outcome of special needs students” (Research section, para. 3). There are many who also believe that inclusion is good for the overall class as it can teach empathy, and “teaches us to think about we rather than I” (Sapon-Shevin, 2008, p227). There are others however, who feel that “Contrary to some egalitarians, a good society honors those who through intelligent good will, artistic talent, athletic prowess, or plain honest hard work make our lives better” (Carpenter, 2008, p.235) and therefore believe that it is ok to think of “I” and not we.
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 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.
Children are our future and they should be given every possible opportunity to succeed in life even if they are born into disadvantaged situations. Sometimes the families of certain children can’t provide as much as other children’s families and this can create a gap in the achievement and development of these children. Those disadvantaged children need special programing that accommodates for the lack of cognitive and social development that if not properly addressed could lead to poor school performance and delinquency.
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.
Students will develop at their own pace, some much slower than others; a teacher may see this as a developmental delay. This mislabeling of an infant or toddler can cause a significant amount of stress on a parent who in their eyes sees their child developing typically. Another problem with Early Intervention Programs is a lack of parent involvement and acceptance. Parents not wanting to accept that their infant or toddler has a developmental delay or disability and then deny services or not follow through with the Individualized Family Service Plan provided to them. This happens because of a lack of knowledge on the parents end. “In a large measure the success of early intervention and family involvement is dependent upon our ability to assist families in maintaining their handicapped young children within the home—with the provision that both the children and family members can lead reasonably happy, productive lives.” (Bricker & Casuso
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 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.
This statement shows that all children may require differing approaches to education, and that learners with and without diagnoses require an educator that is skilled in the practice of inclusion. Key strategies such as early intervention, partnerships with parents/whnau, transitioning, and equitable teaching are practices that inclusive educational settings use to ensure that all children are provided for within the setting. Partnerships with parents/whnau and other professionals are key to ensuring inclusion is achieved. Why Do I Need Inclusion? The rationale for inclusion has three main aspects: the ethical and human rights, educational and social benefits to all learners, and the legal requirement to include all children.
There are millions of children that are passing through the United States school system every day, not all children possess the same traits, and not all children can learn at the same rate, and do not perform at the same ability. The fact that all children learn differently and some have difficulties learning in general classrooms, special education was put into place to try and take care of these issues. Special education programs were put into place to help all students with disabilities. These children range from general disabilities to more complex and severe disabilities. There has been a revolution occurring in the past several years with education systems, and special education. There have now been several laws that have been passed that mandate changes in special education and the treatment that children, and parents receive, it also changes how the children are being taught, and how the teachers are to also change and conform to this idea called inclusion. Inclusion in the school system simply is stating that children who have learning disabilities, and more severe disabilities are to be included in the general education environment for as long as possible daily. There has been several different names other than inclusion that have been used, but in present times and since the 1990’s inclusion has been the most common term used. “The change in terminology was pushed in part by the philosophy that inclusion would mean more than only physical placement of children with disabilities in the same classroom, but rather it conveyed that children with disabilities would become a part of larger social, community, and societal systems” (Odom, Buysse, & Soukakou, 2011, para. 3). There has not been just one major law that was passed...
Teachers, parents, and the students all become better communicators when being involved in the process of inclusion into mainstream schooling. Teachers learn that communication can be key, while parents can alert teachers if their child is having a bad day. Due to the fact that the simplest things could affect the student drastically, the idea of open communication between teacher and parents is vital, since the parents will learn these tendencies before anyone else. Communication also works well the other way. If the student has a bad day a...
According to the World Health Organisation (2011), there are more than 1 billion people with disabilities in the world, with this number rising. Many of these people will be excluded from the regular situations we, ‘the ordinary’, experience in everyday life. One of these experiences is our right to education. Article 42 of the Irish Constitution states that the state shall provide for free primary education until the age of 18, but is this the right to the right education? Why should being born with a disability, something which is completely out of your control, automatically limit your chances of success and cut you off from the rest of society due to being deemed ‘weaker’ by people who have probably never met you? With approximately 15% of the world’s population having disabilities, how come society is unable to fully accept people with disabilities? In order to break this notion, we must begin with inclusion.
In this unit, I have described how important it is for every child to be treated as an individual. A child will learn, be confident and self-assured if they feel safe, happy, valued and accepted. It is important that every child has their individual needs met so that they are able to progress in their development. I have explained how important a key person’s role is in an early years setting in supporting children and their families. Activities should always be differentiated so that all children including children with disabilities and impairments are included in all activities. It is important that children are kept safe and secure to promote their physical and emotional well-being. All these factors put together are important when viewing every child as a unique individual.
Prior to Introduction to Inclusive Education, I viewed people with disabilities from the separation perspective. They were the obvious group of individuals, the people motioning down the street with canes, walking with obedient guide dogs, parking within the blue lines, sitting in the reserved seats at the front of the bus, staring in the designated section to see the sign language interpretation, and the people who simply didn’t blend in with the rest. People with disabilities were different and incapable to perform like others; or if they could perform, they needed assistance at all times. I held this viewpoint, not because I wanted to, but because society played a critical role in my outlook.