One of the most controversial issues facing educators today is the topic of educating students with disabilities, specifically through the concept of inclusion. Inclusion is defined as having every student be a part of the classroom all working together no matter if the child has a learning disability or not (Farmer) (Inclusion: Where We’ve Been.., 2005, para. 5). The mentally retarded population has both a low IQ and the inability to perform everyday functions. Activities such as eating, dressing, walking, and in some cases, talking can be hopeless for a child with mental retardation. Schooling for the disabled requires a special environment—one that only a few teachers have the gift to care for. Instead of looking out for the child’s needs, the government is focused on passing test grades and social skills. Mentally retarded children require a highly trained special education teacher, patience for behavioral issues, and are also required to pass standardized tests; public education for these students move at a faster pace than they can comprehend and lack the personal focus that they would otherwise get in a special needs classroom. The first special education students included the deaf, blind, and later the mentally retarded. If a person was cursed with mental retardation, it was commonly believed to be a demonic possession (Farmer) (Inclusion: Where We’ve Been.., 2005, para. 2). . It wasn’t until the twentieth century that these students were being taught in an educational environment. Realizing that the mentally disabled needed a unique education, the government began taking action. In the 1990’s, the federal and supreme courts began taking an interest in improving special education. Laws began coming into effect almost ... ... middle of paper ... ...c. 2000. 239-259. Washington University School of Law. 17 Mar 2011. Farmer, Marie S. “Inclusion: Where We’ve Been, Where We Are, Where We’re Going.” Mar 2005. Georgia College & State University. 17 Mar 2011. Harchik, Alan. “Including Children with Special Needs in Regular Classrooms: Pros and Cons” News for Parents. 2005. May Institute. 18 Mar 2011. Lazarus, Belinda D. “What is Inclusion?” Making Inclusion Work. Feb 2001. University of Michigan-Dearborn. 18 Mar 2011. Le Fave, Dominic. No Child Left Behind and Special Education Explained. 23 Aug 2010. Philosophographlux. 29 Mar 2011.
Hehir, T. (2009). New directions in special education: Eliminating ableism in policy and practice. Cambridge, MA: Harvard Education Press.
In “Special Education Standards: Supreme Court Raises Level of Benefit” author Joshua Dunn outlines a recent victor for special education standards in America. Dunn begins by describing how, in the Endrew F. v. Douglas County School Districts case, the Supreme Court ruled that students, in public school, with disabilities should have more benefits than some courts had previously ruled. The author then describes how Endrew (Drew) was a child in the Douglas County School District, and as he grew older he began needing special need because of some behavioral problems that began arising. Drew parents were dissatisfied with what his school provided, and they decided to enroll Drew in a private school. Drew’s parents believe that they are entitled
Providing appropriate public education to qualified students has been federally mandated since 1975, but is still a challenging and often controversial matter in which the public has voiced concern. One reason for which the public’s concern has been provoked is that it is reported in low-incidence categories such as deafness or blindness, which is usually diagnosed by medical professionals, there is no indications of disproportion (Donovan and Cross, 1). Instances in which there are higher proportions of minority students occurs more so in the high-incidence categories of mental retardation (MMR), emotional disturbance (ED), and...
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.
Special education is a large part of the education system, which includes the mentally retarded, people with learning disabilities, the emotionally disturbed, hearing impaired, visually impaired, etc. Many people fail to include this system as one that can possibly involve discrimination, but those enrolled in special education has increased among all racial classifications. Between 1980 and 1990, the entire population enlisted in special education has increased. European American increased by 6%, African Americans increased by 13%, Hispanic Americans increased by 53%, and Asian Americans/Pacific Americans increased by 107.8% (Ford, Obiakor, p. 8). In the end, it is these students who ultimately experience low rates of employment, low income, and growing rates of incarceration. Another survey indicates t...
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.
...d on teachers and school leaders. The central factor in deciding whether or not inclusion should be practiced should be the students. Research has shown when practiced correctly, inclusion increases students’ test scores and achievement levels. The inclusion model is considered the “Least Restrictive Environment” for students. As specified by IDEA 1975, special education students have the right to be educated in the least restrictive environment with a classroom of peers. Co-teaching, a method used when practicing inclusion, has shown proven effectiveness on both special education students and normal functioning students. Finally, inclusion builds positive relationships and helps students become more accepting of diversity. In conclusion, students with special needs have a right to be included in the general education classroom, and educated with their peers.
The inclusion of children with learning disabilities into normal classrooms has proved to exhibit both positive and negative effects on children with and without disabilities.
Inclusion is ensuring that all are able to participate fully. Inclusion is not just about improving access to services, but also supporting people to engage in wider processes to ensure that their rights and needs are recognized.
Inclusion is to make the individual the centre of their life, they are actively involved and supported in all aspects to live a full life.
Mungai, A., & Kogan, E., (2005). Pathway to inclusion. Voices from the field. United States of America: University Press of America.
Stainback, S., & Stainback, W. (1996). Inclusion: A guide for educators. Baltimore, MD: Paul H. Brookes.
The way children with special needs are taught today are a result of a law that was passed in 1990 by President Bush. The law is known as The Individuals with Disabilities Education Act (IDEA). IDEA was initially established in 1975 but was known as the Education for All Handicapped Children Act (EHA). Prior to EHA children with severe physical and mental disabilities were placed in state run institutions. These “homes” only provided minimal food, clothing, and shelter. Education was considered to be a waste of resources because these children were thought of as being unable to learn. “In 1970, U.S. schools educated only one in five children with disabilities, and many states had laws excluding certain students from school, including
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...
Turnbull, Ann, Turnbull, Rud and Wehmeyer, Michael L. (1995). Exceptional Lives: Special Education in Today’s Schools, Sixth Edition. New Jersey: Merrill