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The importance of inclusion in the classroom
Positive effects of inclusion in education
The importance of inclusion in the classroom
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Full Inclusion is sparking a huge debate in classrooms all across the United States. Many states are trying to make a giant leap into full inclusion classrooms. Full inclusion allows the dismantling of the special education classroom and moving all students with disabilities into general education courses at schools. For many students, special education classrooms offer something they can’t get anywhere else. Special education teachers and general education teachers believe full inclusion will cause more damage than success for lower functioning students. Yes, inclusion can be great in some settings, but instead of academic inclusion, schools should focus on social inclusion of students with disabilities. Full inclusion limits …show more content…
The special education system emerged precisely because of the non-adaptability of regular classrooms and that, since nothing has happened to make these general education classrooms any more adaptable, full inclusion will likely lead to the rediscovery the need for special education classroom (Skritic, p. 160). One of the goals of special education is to place students in the least restrictive environment for their needs. For example, you wouldn’t put a whale in a fish tank because you are restricting them to environment not able to meet the whale’s needs. The success stories seen, show one student with disabilities in a general classroom with a full-time helping teacher. It is great that the child’s learning was successful, but what happens when there are four children with multiple disabilities and the school lacks the money to pay another teacher to be with the students? Those who are against full inclusion believe that many or most students with disabilities are better served outside the mainstream classroom because special education curricula is appropriate for the students’ needs and individualization is most likely to occur in smaller classrooms with specialized teachers (Heubert). Full inclusion poses many confusing ideas. Are the high school students with a kindergarten reading level going to be kindergarten class? Are they going to be sat into a classroom where the levels are extremely higher than their own? Neither of these are appropriate nor do they support the growth of students with
middle of paper ... ... _ Education _ Inclusion.aspx Harchik, Alan. The. (2005). The 'Secondary' of the 'Second Inclusion of children with special needs in regular classrooms: Pros. & cons.
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...
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.
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.
Full inclusion is like communism. It looks good on paper and may even sound good, but does not actually work to benefit all involved. Full inclusion is the idea of including every student with a disability, regardless of severity, into the general classroom. While it sounds like a great idea, it would not benefit every student with disabilities, every time and could hinder the education of non-disabled students. Full inclusion is not feasible for all students with disabilities.
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 of all students in classrooms has been an ongoing issue for the past twenty-five years (Noll, 2013). The controversy is should special education students be placed in an inclusion setting or should they be placed in a special education classroom? If the answer is yes to all special education students being placed in inclusion, then how should the inclusion model look? Every students is to receive a free an appropriate education. According to the Individual Education Act (IDEA), all students should be placed in the Least Restrictive Learning Environment (Noll, 2013).
Inclusion is a concept that incorporates the idea that all people have the right to be included despite their disability or circumstances. This study will look specifically at how children who have Autistic Spectrum Condition (ASC) (or formally labelled Autistic Spectrum Disorder (ASD)) are supported through this idea of inclusion according to government policy and the school policy. Everyone is different and copes with learning in different ways which could make inclusion quite difficult to execute in a school environment where there are varying educational needs. This is particularly important for those with ASC who require additional support when learning compared to their peers. It would be interesting to know how the school aims to support and include all students especially those who have special educational needs (SEN).
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.
Inclusion has become increasingly important in education in recent years, with the Education for Persons with Special Educational Needs Act being passed in 2004 to ensure equality in our system. In summary, inclusion is the idea of there being no child...
Students are placed into lower tracks, which causes teachers to have lower expectations of them. When aware of these expectations placed on them either by their teacher or the academic track they are in, students act in accordance to them, therefore not acting in a way that would allow them to reach their full potential. I also looked at the Inclusion Education Theory which found that educational and social inclusion is beneficial to both special education and general education students, but would require collaboration on all levels. On the other hand, the separation of these two groups would cause negative effects to their social opportunities and to special education students’ academic opportunities. The Inclusion Education Theory helps because a heterogeneous classroom prevents special education students from losing class time when leaving for their separate groups, and gives them more time to build peer relations.
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. "
Research suggests that the integration and inclusion of students with special educational needs can be beneficial to not only the student, but also to the parents, teachers and peers of the student (Stainback, Stainback & Jackson, 1992). It is also suggested that integration and inclusion is also beneficial to students in areas of learning other than academic, including that of emotional and social development.