Inclusion is a topic that is still at the forefront of educational controversy, in the classroom and also in Congress. According to The Cyclopedic Education Dictionary, inclusion can be defined in two ways: one, inclusion can be defined as the placement of disabled children in a general classroom setting for the entire school day and two, inclusion can be defined as the placement of disabled students into a general classroom setting for part of the day while they are placed in a special setting during the other part of the day (Spafford and Grosser, 1998). Parents and teachers have been debating the issue of full inclusion of disabled students in public schools since the passing of the Education for all Handicapped Children Act of 1975. The social implications of full inclusion can be both positive and negative for the student, with the positive results stemming from adequate and beneficial programs implemented by public schools.
Before 1975 all disabled children were included in general education classrooms; however, children with severe disabilities were placed in institutions for educational and living purposes. In 1975, Congress passed the Education for all Handicapped Children Act, which stipulates that all disabled students should be placed in a classroom considered the least restrictive environment for learning. This act does stress the importance of learning in an inclusive environment; however, it does not restrict the placement of students with severe disabilities into a segregated environment (Romano and Chambliss, 2000). In 1991, the name of the law was changed to the Individuals with Disabilities Education Act (IDEA) after some amendments were made. This new law states that every child with a disability has a ri...
... middle of paper ...
...s. ERIC Clearinghouse on Elementary and Early Childhood Education.
Individuals with Disabilities Education Act (IDEA). (2001, December). Retrieved November 24, 2002, from http://www.pta.org/ptawashington/issues/idea.asp.
Lipsky, D. and Gartner, A. (1998). Taking inclusion into the future. Educational Leadership, 78-81.
Merritt, S. (2001). Clearing the hurdles of inclusion. Educational Leadership, 59, 67-70.
Romano, K., & Chambliss, C. (2000). K-12 teachers' and administrators' attitudes toward inclusive educational practices. Handicapped and Gifted Children. 1-29.
Sage, D.D. (Ed.). (1997). Inclusion in Secondary Schools: Bold Initiatives, Challenging Change. New York: National Professional Resources, Inc.
Spafford, C., Pesce, A., & Grosser, G. (1998). Inclusion. In The Cyclopedic Education Dictionary. (p. 29). Albany: Delmar Publishers.
This means that children with all different types of a disability are accessible to public education and learning through professional educators and through their peers. Another important legislation that has been established in 1975 is the Individuals with Disabilities Education Act (IDEA) that includes all ages of children and their rights to learn. Both of these movements helped shape what special education is today and assisted in bringing inclusion into the classroom. They both made it possible for students with disabilities to be integrated into general education classrooms, while getting the assistance they need as well. These acts are what made it possible into what my field of study is and I intend to push the boundaries of getting my future students in these general education classrooms and making them feel apart of something
Somewhere out in the Old West wind kicks up dust off a lone road through a lawless town, a road once dominated by men with gun belts attached at the hip, boots upon their feet and spurs that clanged as they traversed the dusty road. The gunslinger hero, a man with a violent past and present, a man who eventually would succumb to the progress of the frontier, he is the embodiment of the values of freedom and the land the he defends with his gun. Inseparable is the iconography of the West in the imagination of Americans, the figure of the gunslinger is part of this iconography, his law was through the gun and his boots with spurs signaled his arrival, commanding order by way of violent intentions. The Western also had other iconic figures that populated the Old West, the lawman, in contrast to the gunslinger, had a different weapon to yield, the law. In the frontier, his belief in law and order as well as knowledge and education, brought civility to the untamed frontier. The Western was and still is the “essential American film genre, the cornerstone of American identity.” (Holtz p. 111) There is a strong link between America’s past and the Western film genre, documenting and reflecting the nations changes through conflict in the construction of an expanding nation. Taking the genres classical conventions, such as the gunslinger, and interpret them into the ideology of America. Thus The Western’s classical gunslinger, the personification of America’s violent past to protect the freedoms of a nation, the Modernist takes the familiar convention and buries him to signify that societies attitude has change towards the use of diplomacy, by way of outmoding the gunslinger in favor of the lawman, taming the frontier with civility.
The American film industry’s early attempts at the narrative Western were limited and in the early years were produced mainly in the east. During this early time in the film industry the...
According to Stout (2001) the concept of inclusion can be differentiated into mainstreaming, inclusion and full inclusion each describing the amount of time special education students become part of a normal education classes. “Inclusion is a term which expresses the commitment to educate each child, to the maximum extent possible, in the school and classroom he or she would otherwise attend” (definitions section, para. 2). This commitment is based on the belief that special needs students would profit from the regular classroom environment (Noll, 2014, p. 225). According to Stout (2001) research based evidence supports this belief as “Recent meta-analyses confirm a small to moderate beneficial effect of inclusion education on the academic and social outcome of special needs students” (Research section, para. 3). There are many who also believe that inclusion is good for the overall class as it can teach empathy, and “teaches us to think about we rather than I” (Sapon-Shevin, 2008, p227). There are others however, who feel that “Contrary to some egalitarians, a good society honors those who through intelligent good will, artistic talent, athletic prowess, or plain honest hard work make our lives better” (Carpenter, 2008, p.235) and therefore believe that it is ok to think of “I” and not we.
The movement for inclusion in education has advanced since the years of special schools for children with disabilities. Although there have been significant changes to the laws protecting the rights of children with disabilities there remains an underlying debate as to whether these children should be in main stream classes. Most states and territories in Australia practice inclusive education, however this remains a contentious topic with differing attitudes. It is evident whilst many challenges remain, schools should implement and deliver quality programs that reflect best practice policies. Positive teacher attitudes, promoting diversity, modelling inclusion in the classroom and developing a sense of community by working in partnerships
Few Hollywood film makers have captured America’s Wild West history as depicted in the movies, Rio Bravo and El Dorado. Most Western movies had fairly simple but very similar plots, including personal conflicts, land rights, crimes and of course, failed romances that typically led to drinking more alcoholic beverages than could respectfully be consumed by any one person, as they attempted to drown their sorrows away. The 1958 Rio Bravo and 1967 El Dorado Western movies directed by Howard Hawks, and starring John Wayne have a similar theme and plot. They tell the story of a sheriff and three of his deputies, as they stand alone against adversity in the name of the law. Western movies like these two have forever left a memorable and lasting impressions in the memory of every viewer, with its gunfighters, action filled saloons and sardonic showdowns all in the name of masculinity, revenge and unlawful aggressive behavior. Featuring some of the most famous backdrops in the world ranging from the rustic Red Rock Mountains of Monument Valley in Utah, to the jagged snow capped Mountain tops of the Teton Range in Wyoming, gun-slinging cowboys out in search of mischief and most often at their own misfortune traveled far and wide, seeking one dangerous encounter after another, and unfortunately, ending in their own demise.
Prior to 1975, educational options for a child living with a mental or physical disability were limited. The family of the handicapped child was most likely forced down an path that lead to the institutionalization of the child and distancing the child from the benefits of receiving a free and public education. It was after federal legislation passed the Rehabilitation Act of 1973 (42 U.S.C. § 1983) that monumental changes began to develop that allowed a better understanding of the needs and capabilities of people with various handicapping conditions. Soon after this legislation, Public Law 94-142, also known as the Education for all Handicapped Children’s Act of 1975 (EHA) would further increase the public awareness by providing a free appropriate public education (FAPE) for children suffering from disabilities. Following the EHA legislation reformations concerning the education of disabled individuals would soon become numerous and legislative acts were passed enabling accommodations for disabled individuals in the fields of vocations and technology. In 1990, President Gerald Ford signed legislation replacing P.L. 94-142 with the Individual with Disabilities Education Act of 1990 (IDEA, 20 USC 1400). By definition, the Individuals with Disabilities Education Act (IDEA) is a law ensuring services to children with disabilities throughout the nation (US Department of Education, 2011).
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.
Schools in today’s society are rapidly changing and growing striving to implement the best practices in their schools. Nonetheless, before a school can implement a program in their school, they need reliable evidence that the new program will work. A new program that schools are aiming to implement is inclusion in the classroom because of the benefits inclusion could bring. The implementation of inclusion is strongly connected by people’s attitudes whether they are positive or negative. However, while inclusion is being widely implemented, there is comparatively little data on its effectiveness. It may be that inclusion benefits some areas such as reading and social skills, more than it does others.
Retrieved Feb 6, 2010 from http://www.newsforparents.org/experts_. Inclusion_pros_cons.html Villa, Richard A., Thousand, Jacqueline S. (1995). Creating an inclusive school environment. Alexandria, VA: Association for Supervision and Curriculum Development. Card, Toby.
Malala Yousafzai (n.d.), the youngest person to be nominated for a Noble Peace Prize and education activist stated that:
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 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 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...
The philosophy of inclusive education has “brought about teams of general education and special education teachers working collaboratively or cooperatively to combine their professional knowledge, perspectives, and skills” (Ripley, 1997). Many approaches have been developed and researched over the years to determine best practices for inclusive education in public schools, which include mainstreaming and specialized schools. The challenge for educators and school systems is deciding which approach and strategies meets the individual needs all students in classrooms.