Inclusion is Not a One Size Fits All Solution

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Recommended: Positives and negatives of inclusion in special education

Combining students attending traditional education classes and students with exceptionalities is commonly termed as mainstreaming or integration. Inclusion is “the act or practice of including students with disabilities in regular school classes” as defined in Webster's dictionary (Webster, 2003). Ro Vargo was fortunate enough to have parents who closely monitored the learning environment and advocated for their daughter. They followed her education each step of the way. She continued to build on positive responses and outcomes during her educational experiences of inclusion to build her resiliency and reduce the impact of risk.
History has shown that when pushing for more changes in curriculum models to include inclusion, the benefits are apparent for all students in the classroom. However, inclusion is not a one size fits all solution. Some students cannot work in the same classroom as other students, as there are too many distractions created by their peers. Other students may excel in an inclusive setting. Learning and working in the same classroom with peers helps them learn valuable academic and social skills. Each child has to be evaluated on an individual basis to decide optimal placement of inclusion variation (??? ).
Inclusion can create an atmosphere for optimal adaptation in many cases. In comparing and contrasting information gathered from “From my Friend, Ro Vargo” (Villa & Thousand, 2005) and Disorders of Childhood Development and Psychopathology (Parritz & Troy, 2004) the examples show that “the best of what is possible” (Parritz & Troy, 2004, p. 3) is an ideal outcome for exceptional students through the process of academic integration.
The essential needs of every child begin with six basic needs: the need for ...

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...ed from http://www.merriam-webster.com/dictionary/inclusion. McLeskey, J., & Waldron, N. L. (2011). Educational Programs for Elementary Students with
Learning Disabilities: Can They Be Both Effective and Inclusive? Learning Disabilities Research & Practice, 26(1), 48-57. From the ebscohost.com database.
Ostmeyer, K., & Scarpa, A. (2012). Examining School-Based Social Skills Program Needs and
Barriers for Students with High-Functioning Autism Spectrum Disorders Using Participatory Action Research. Psychology in the Schools, 49(10), 932-941. From the ebscohost.com database.
Parritz, R. H., & Troy, M. (2014). Disorders of childhood: development and psychopathology
(2nd ed.). Belmont, CA: Wadsworth Cengage Learning.
Villa, R. A., & Thousand, J. S. (2005). Creating an inclusive school (2nd ed.). Alexandria, VA:
Association for Supervision and Curriculum Development.

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