Inclusion of Students with Disabilities

2994 Words6 Pages

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. In order for inclusion to be implemented properly it is important that teachers, parents, and administrators to know the definition of inclusion. An inclusion program means that the student spends all or most of their school time in the general education classroom rather than a self-contained classroom. However, the students will still receive the support and interventions they would have received in a self-contained classroom. There are different types of inclusive classrooms where different types of teaching occur. There is co-teaching where there is both a general education teacher and a special education teacher that co teach. Both will work with students that have an individualized education plan (IEP) and the student will receive more support. In addition, an inclusive classroom can have a general education teacher but has the special education teacher as a resource or aid, which qualifies as a collaborative model of inclusion. Perceptions of Inclusion Inclusion is a growing trend in the schools today; however, many teachers ma... ... middle of paper ... ...social skills teaching program for inclusive classroom teachers. Educational Sciences: Theory & Practice, 13(4), 2247-2261. doi:10.12738/estp.2013.4.1736 Sharpe, M. N., & York, J. L. (1994). Effects of inclusion on the academic performance of classmates without disabilities. Remedial & Special Education, 15(5), 281. Smoot, S. L. (2011). An outcome measure for social goals of inclusion. Rural Special Education Quarterly, 30 (1), 6-13. Solis, M., Vaughn, S., Swanson, E., & Mcculley, L. (2012). Collaborative models of instruction: The empirical foundations of inclusion and co-teaching. Psychology in the Schools, 49(5), 498-510. doi:10.1002/pits.21606 Wischnowski, M. W., Salmon, S. J., & Eaton, K. (2004). Evaluating co-teaching as a means for successful inclusion of students with disabilities in a rural district. Rural Special Education Quarterly, 23(3), 3-14.

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