Inclusion is the idea that students with disabilities are able to participate in general education classrooms with general and special education teachers’ work together. Students with disabilities are not separated from the average student. President Ford signed the first comprehensive federal law that acknowledged equal educational opportunities for students with disabilities in 1975. Some people agree that students with disabilities should be included in the general education classroom because it will be beneficial for all students. However, other people disagree with the idea because they believe it will not be beneficial and will not promote academic success for the students. Carissa Lawrence, an experienced teacher in Gainesville Florida, wrote The Advantages of Inclusion, which …show more content…
In order for inclusion to be beneficial the teacher must be aware of what the students needs are and accommodate to the needs. A benefit discussed is, students with disabilities are able to interact with normal students. This allows them to build their communication skills and prepares them for the interactions they will face when they are in the real world. It also allows the normal students to be aware that there are students with disabilities and will allow them to help make the society inclusive. Lawrence also believe that teachers will benefit from their inclusive classrooms, because it will develop their teaching skills, they will learn how to accommodate with their students with learning disabilities. It will also be beneficial for general education teachers because it provides an opportunity for general education teachers to collaborate with special education teachers and also parents to insure they are following the students IEP to promote the best learning opportunity for the
1. Our great country was founded upon a high set of principles, values, and laws. Many of these are easily seen when looking at the United States constitution. The first ten amendments are what is commonly known as the Bill of Rights. This is good and all, but until the fourteenth amendment was passed, the Bill of Rights only was applied to the Federal government. The 14th amendment has a clause that says, "no state shall make or enforce any law which shall abridge the privileges or immunities of citizens of the United States." The Supreme Court ruled against “Total Incorporation”, but instead ruled in favor of “Selective Incorporation”. This meaning that the Supreme Court would define the constitutionality of the treatment of a citizen by the state.
Wuthnow believes that certain things are taken for granted by inclusivists, diving into two of his reasons. First, on one hand, being inclusivist implies taking for granted having a uniquely special relation to the truth. On the other, they believe that it does not matter who you worship, or what religion you belong to. Therefore, being an inclusivist often makes a contradiction. Simply put, believing you are the only right church, but that everyone is right too (131). Second, inclusivists tend to believe in God, social shoppers on the other hand often believe in a higher power. Often this is taken for granted, that God is a God, and not a general power like some religions believe. This is often reconciled by inclusivists with the expression that God is love, and that it is, in fact, impossible to separate anyone from God (143).
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 “...
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...
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.
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.
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:
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 is not a new idea, but has been rapidly gaining momentum within many disciplines internationally. Inclusive education is a term often associated with special education, and children with additional needs. However, inclusive education is about ensuring that educational settings allow for meaningful participation by all learners. Each child has their own unique identity, ways of doing things, strengths and weaknesses. Ministry of Education [MoE] (1998) states that teachers “should recognise that as all students are individuals, their learning may call for different approaches, different resourcing, and different goals” (p. 39, emphasis added).
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).
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.
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.
In an inclusion classroom, all students with disabilities will have an IEP that will be implemented to meet their learning needs. “The IEP contains a complete outline of the specialized services that the students needs; that is, the document includes all of the special education instruction to be provided and any other related services needed” (Friend 58). All teachers must abide by the IEP and provide all the services listed in the IEP. An IEP is beneficial for the student but implementing the services outlined creates some challenges for both a special education teacher and a general education teacher.
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