According to Merrium Webster, the definition of inclusion is: the act of including. Throughout the years, laws have been passed to ensure that students with disabilities are given an equal opportunity of success. IDEA (Individuals with Disabilities Education Improvement Act) states that students should be placed in the least restrictive environment (Inclusion Toolbox, 7). In order for students with disabilities to attend classes in general education classrooms, they must meet the requirements outlined in IDEA. It is the school 's responsibility to provide supplementary aids and services which are required by law (Duffy, Sharon , and Annika White).
Furthermore, The Inclusion Toolbox states, “students who are included in general education
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Why Inclusion is Important
In reference to the field of education, inclusion has a wide range of applications. Students who receive special education services benefit from classrooms that support inclusion. This is because research shows that when students with disabilities are taught alongside their peers, they perform better. (Inclusion Toolbox, 4)
According to the National Research Center on Learning Disabilities, the rate of students with disabilities graduating has increased by 14% in the span of 13 years. This remarkable change is only possible if teachers understand the importance of inclusion and how it can benefit their students.
Teachers also need to be aware that harassment, bullying, and discrimination can be barriers to providing an inclusive environment and this should be addressed directly. (The Concise Corsini Encyclopedia of Psychology and Behavioral Science). I feel that it is important to recognize the potential adverse effects of inclusion and to provide a classroom environment that is welcoming to all
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This can be done using several different tools, but it is important to remember that all students learn differently. One way to help produce a safe place for students with disabilities is by using people first language. This means not labeling the student as their disability, but rather recognizing the tools they need to succeed. For example, a student is disabled but rather they have a disability. A great tool for teachers to use in order to help their students understand this concept is called “A Wheel of Me.” After completing one myself, I realized that not only am I a person who has anxiety disorder, but I also love animals, writing, watching movies, am a sister, and am passionate to help others. Students can complete similar assessments to help understand that they have things in common with their classmates that receive special education
Legally, Inclusion is defined by Public Law 94-142 from 1975. This law, known as the Individuals with Disabilities Education Act or IDEA, does not contain the term “inclusion”, however, it describes the term “Least Restrictive Environment” which means that a handicapped child must be placed in a classroom that can meet their needs but is as close to a regular classroom as possible (Villa p. 4). IDEA states that:
Students with disabilities are not the only students who can benefit from creative tasks, projects, and assessments. A positive and caring approach to dealing with all student regardless of culture, disability or any other thing that make then different from the norm is key to the success of all concerned.
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 is inclusion? Inclusion learning is the idea that regardless of a child’s disability they are considered access to a regular education setting that will provide the learning aides needed for that child to learn successfully. The debate of inclusion learning has been on the table for many years. According to the U.S. Department of Education's report to congress in the 2006 school year there were 701,949 children between the ages of three and five years old being served for special needs under the Individuals with Disabilities Act (IDEA)(17). The IDEA was introduced in 1997 as an amendment to the 1975 Education for All Handicapped Children Act. This amendment was to “to ensure free and appropriate education for children of all learning and physical disabilities in the least restricted environment” (Individuals with DisabilitiesEducation Act Amendments of 1997). One of the purposes of the IDEA law was “...
As a student who has a learning disability, the idea of inclusion in the classroom is very important to me. My learning disability may not be noticeable to everyone but there were still times in school that I needed my teachers to make accommodations ...
“The 1% of US students with labels of severe disabilities including mental retardation have been historically excluded from ‘inclusive’ education” (Bentley, 2008, p. 543). Laws such as PL 94-142 and “No Child Left Behind” (as cited in Bentley), say that ‘public school students with all types of disabilities be educated in the least restrictive environment—‘to the maximum extent possible…with children who do not have disabilities’ the majority of these students with special education labels, such as, mental retardation and multiple disabilities are still isolated in special education classrooms (Bentley, 2008, p. 545). Wehmeyer (as cited in Bentley), points out that mere access does not promote authentic participation (Bentley, 2008, p. 546). Burkowski et al (as cited in Webster and Cater), “Friendship has been defined as a bond between two individuals that is stable across time and involves mutual affection, mutual preference and having fun together” (Webster and Carter, 2007, p. 201). It is up to parents, teachers and other paraprofessionals to seek ways to facilitate and encourage the types of positive interactions that will foster these types of friendships. If done successfully all students will benefit and there will be true inclusion.
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.
Inclusion in the classroom is a topic that I did not fully understand when I first became a special education teacher. Studying inclusion and all the aspect that it encompasses has enlighten me to the complexities of inclusion in the classroom. Inclusion has expanded to every facet of school activities outside the classroom. I am going on my fifth year of being a special education teacher and continuously find the need for additional education and training among the staff and administration. I feel having a comprehensive understanding has made me a better educator and advocate for children 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 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.
Those who support an inclusion model for all students take the stand that students with disabilities should be placed in and inclusion setting with the idea that all special education students will benefit from an inclusion setting with their general education peers. An inclusion setting will provide academic growth and social growth. The placement of special education students in a general education classroom would also benefit students to respect and accept those students who are different. Students should be placed in an inclusion setting whenever possible (Noll, 2013).
Inclusion is the main issue within the inclusive learning environment, if a child doesn’t feel included within their environment then their learning will be effected by this. The Oxford English Dictionary defines inclusion as “the action or state of including or of being included within a group or structure” (Oxford English Dictionary 2011: Inclusion) This means that every child should feel involved and included, no matter of there different learning abilities or levels. This can mean children who have special educational needs, such as dyslexia, physical disability or metal disability. Inclusion should provide opportunities for all children, no matter of their age, race, gender, disability, religion, ability or their background, to be involved within their learning environment. Each child should feel like they belong and feel like they are...
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.
To be truly inclusive teachers, we need to first know the student and identify the real reasons for any individual to be classified as having a learning disability.
Inclusion does not only benefit the student, but the parents, teachers, school and the community. It is about understanding additional needs rather than ignoring them and allowing the student every chance that students without difficulties/disabilities have available to them