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Diversity of classroom
Ethnic diversity in the classroom
Inclusive teaching and learning
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The study by Burke and Sutherland (2004) was conducted to ascertain if experiences with disabled students determine a teachers’ attitude toward inclusion. The attitude of teachers involved in classes that include special needs students may determine the success or failure of any inclusion program. The teacher who will adapt the curriculum and his/her own teaching style to meet the needs of all students in the class, will have a better chance of utilizing techniques that create a successful inclusion environment. Sample Participants for this study were pre-service teachers who attended a private college in Brooklyn, New York and in-service teachers employed in an elementary school in Queens Village, New York. The emphasis for this college is on teacher preparation. The pre-service teachers were all expected to graduate with certificates in both general and special education to grade six. They all had previous experience in an Inclusion class. There were 75 teachers in the elementary school that was chosen. Approximately 70% of those teachers had taught for two or more years at t...
If one looks at the word “Inclusion”, its definition states that the word means being a part of something or the feeling of being part of a whole. By looking at this term, one gets a sense about what inclusion education is all about (Karten p. 2). Inclusion education is the mainstreaming of Special Education students into a regular classroom (Harchik). A school that involves inclusive education makes a commitment to educate each and every student to their highest potential by whatever means necessary (Stout). Their goal is for all children, disabled or not, to be able to attend a typical classroom.
Educators can have strong feelings on the subject because having special needs students in a regular classroom can have a large impact on the classroom community. Those who believe in inclusive classrooms realize that, to be successful, it requires allot of classroom management and differentiated instruction, but feel the benefits are worth the work involved. Those who do not believe in inclusion feel that it leads to “l...
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.
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.
A simple fix may be to require pre-service student teachers to have some level of training or observation in disadvantaged areas (Capra, 2009). Since there is no simple answer to the issue, it is necessary that teachers work to develop effective pedagogy that combats the ills of poverty in minority students. The fact remains that the topic of poverty is one that must be addressed in order for the classroom environment to function. Many researchers contend that students from impoverished and minority schools in the U.S. are more likely to be taught by teachers that are underprepared, that lack experience and that are minimally qualified to even teach. Additionally, teachers that instruct in low-income minority areas have less supportive work environments and few professional growth opportunities than their counterparts (Borman & Ranchuba, 2000).
In modern times, special education refers to individualized instruction provided by school districts that fit the needs of a student’s exceptionality (Turnbull, Turnbull, Wehmeyer & Shogren, 2013). Special education is a rewarding field that encompasses the success of all learners with exceptionalities. Consequently, professionals in this discipline have to exhibit characteristics such as patience, ardor, and empathy. These individuals also have to be “self-aware culturally,” and by meeting that idea, they have to “become aware of [their] stereotypes, biases, and prejudices” (Turnbull et al., 2013, p. 74).
When I first entered the classroom I noticed how different this elementary school was from my own. It is the only other elementary school I have been in other than the one I attended. This allowed me to get a better understanding on how every school is unique and different from the next. When I first met Joel I noticed how happy and talkative he is. Right away we had a conversation and he never wanted to stop talking. While we would try to read he would get easily distracted, but not because he did not know the words more since he could not stay focused. I realized this is because he is a kindergartener and has not had too much experience with reading on his own. I can tell that he will be able to get into reading once he focuses more on the
This research project surveyed 80% of the K-5 classroom teachers (over 5,000) and every principal at 257 elementary schools in California who are serving large percentages of low income, minority and English Learner students. In particular, 98% of the school in the sample qualified for Title I funding.
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.
Inclusion is the concept of including learning, intellectually, and developmentally disabled students in the general education classroom for as many hours of the day as possible. The idea of inclusion was originally created by the Public Law (P.L.) 94-142 (Education of All Handicapped Children Act) in 1975. This law provided that handicapped children and adults ages 3-21 be educated in the "least restrictive environment" to the maximum extent appropriate. This means that handicapped students have the right to an equal education and they are to be taught in a classroom with students that are not disabled as much as possible, unless their disability is so severe that they cannot succeed in a regular classroom. P.L. 94-142, was seceded by
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...
The idea of inclusion within a classroom tends to breed controversy from many people. Currently there is no clear consensus on a definition of inclusion (Heward, 2006). There are many different views on how students with disabilities should be handled. Those views ranged from students being fully included, partially included, or not included at all in mainstream schooling. Different descriptions of inclusion tend to reflect the person's own opinions towards it. People who feel students should not be included in the classroom focus on the negative characteristics of inclusion, such as the challenges of developing plans for students as well as the hard work it requires to incorporate those plans. However, studies show that full inclusion has many benefits to the students, for both students with disabilities as well as students without them. Inclusion has shown to improve the student's social skills, encourage communication, inspire laws and regulations, and improve the overall schooling experience (Gargiulo, 2012). Although it will take longer then some would like or have the patience for, full inclusion can be done in the classroom, with its benefits outweighing the hard work that it requires.
Special education has undergone immense changes through the years. Research and studies on the debate of whether or not inclusion is appropriate for special education students is just beginning to cultivate. The question has always been, what is best for these students? Schools and teachers are becoming leaders in the exploration of new paths, in search of new teaching styles and techniques. Mainstreaming or inclusion at the middle school and high school level, which is educating students with special needs in regular classes with their non-disabled peers, has proven to be beneficial for the special education students cognitive and social developmental needs. It can not only benefit the handicapped student but all students in the classroom.