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.
Teachers, parents, and the students all become better communicators when being involved in the process of inclusion into mainstream schooling. Teachers learn that communication can be key, while parents can alert teachers if their child is having a bad day. Due to the fact that the simplest things could affect the student drastically, the idea of open communication between teacher and parents is vital, since the parents will learn these tendencies before anyone else. Communication also works well the other way. If the student has a bad day a...
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... opportunity for the child to interact with others and lead as normal of a life as possible. For those who are willing to put in the time and effort, they will see the many benefits that inclusion has to offer.
Works Cited
Elhoweris, H., & Alsheikh, N. (2006). Teachers' attitudes towards inclusion. International Journal of Special Education, 21(1), 115-118
Gargiulo, R. (2012). Special education in contemporary society (Fourth Edition). California: SAGE Publication, INC.
Heward, W. (2006). Exceptional children:an introduction to special education. (8th ed.). Upper Saddle River, New Jersey: Pearson Education, Inc.
Leatherman, J., & Niemeyer, J. (2005). Teachers attitudes towards inclusion:factors influencing classroom practice. Journal of Early Childhood Teacher Education, 26(1), 23-36. Retrieved from http://dx.doi.org/10.1080/10901020590918979
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 “...
Graham-Clay, S. (2005). Communicating with parents: Strategies for teachers. School Community Journal, 15(1), 117-129. Retrieved from http://search.proquest.com/docview/195462342?accountid=34899
In order to help students develop these meaningful relationships there must first be a base of communication and collaboration between teachers, parents and paraeducators who all share a stake in supporting and empowering students with and without disabilities. Downing and Peckham-Hardin found that both teachers and parents cited communication and working as a team were essential for truly inclusive education. Some of the most important components of this communication and team work ...
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.
Inclusion classrooms are rewarding to all children. Numerous school systems today implementing inclusion classrooms, or include students with disabilities into the general education classroom, because of the numerous benefits associated with inclusion. Even though inclusion may not be for all students with disabilities, there are countless benefits of inclusion to consider. In 1975, the Education for All Handicapped Children Act was passed to guarantee that children with disabilities be given the opportunity to receive a public education ("A Brief History of the Disability Rights Movement", n.d.,). In 1990, 1997, and 2004, reauthorizations of this Act were held, and the law came to be known as the Individuals with Disabilities Education Act (IDEA). IDEA mandates that not only should individuals with disabilities be offered a public education, they also have the right to learn in the least restricted environment. Therefore students with disabilities, both in public and in private schools, are to be educated to the maximum extent possible, and in classrooms together with students with no disabilities. Children with disabilities are most importantly children. Inclusion supplies opportunities for socializing and for friendships to grow. It offers a feeling of belonging and the appropriate encouragement of social, behavioral, and academic skills (Karagiannis, Stainback, and Stainback 28). Including children with disabilities in general education classes generates acceptance of diversity. It teaches children how to connect with others of different capabilities. Inclusion continues to be a debatable idea in education as it pertains to educational and social values, as well as to the sense of individual worth. There are supporters on ...
Some students may not be able reach their full potential if left in a full inclusion setting. This would be an injustice for this student 's education. Full inclusion is not a “one size fits all” and LRE should guide schools to make the determination if a student with disabilities would benefit best from full inclusion or self-contained classroom. While it is possible for all students with disabilities to benefit from social interaction with non-disabled students, it is not possible for all students with disabilities to be in a full inclusion general
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 ...
However, the negative aspects of inclusion have not proven a strong enough point in that the good, which comes from this experience, severely outweighs any doubt of its success. Inclusion of autistic children has shown to be beneficial due to the notion that these 'disabled kids' can attend 'normal' classes with their non-learning disabled peers. By allowing all kids to feel 'normal' we, as a society, stand a chance of making prejudice which we associate the disabled under, cease to exist.
At this center, the teachers have the tools to assess each child and the parents are interested in knowing the strengths and supports their child needs. The article Understanding Families, states that there should be “opportunities for families to discuss their beliefs about their children, what they want for their children, and how they support their children’s development” (Christian, 7). As conferences occur every 6 months, parents also communicate with the school and teachers via email and during drop off and pick up times. Another great example of parent communication is in the article Building Bridges from School to Home.
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...
Family involvement in schools is crucial. There are several ways to implement family involvement in schools that can increase a child’s success. Teachers should keep the line of communication between themselves and their students’ families open. They should make the communication easy and attainable for each family, staying sensitive to each students diverse culture. There are several ways to communicate with parents and families whether it be written or through some form of technology. With this being said teachers must take into consideration the availableness of these to each family. Families may not have the ability to use technology or even understand a written letter. Children with disabilities may come from families with similar weaknesses who cannot communicate without assistance. Family involvement in schools is important. It is attainable with proper planning and consideration so that it is available for everyone.
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 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 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
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.