Article Review Number 2 Summary

The research has repeatedly shown that inclusion models are most beneficial to students with disabilities, including students with severe disabilities. The districts in which the students in the teacher education students have been placed in have a problem with incorporating inclusive education for their students. Students are isolated within self-contained classrooms, and consequently, they are missing out on vital academic, social, and functional skills.

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 ...

“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.

Teachers generally felt the success of inclusion of the disabled student into the classroom depended largely on the ability of the school to provide specialized services and supports to meet the individual student’s unique needs. Unfortunately this didn’t always materialize; many lacked training and thus felt overwhelmed, “sometimes the rest of the class is put at risk while this child is attended to.” (Nicholson, 2012, p.26) According to Nicholson ccurriculum adaptations to meet the needs of the disabled students as well as the general student population; was acknowledged but time allocation and modifications some found extremely challenging. (Nicholson, 2012, p.26) Teachers commonly supported the idea of inclusion, but whether the schools were prepared and supports and resources were in place was of primary concern. Encouragingly, overall teachers identified many benefits of inclusion in the classroom. “He allows me to expand my knowledge and understanding of his issues, concerns, behavior, and needs which I can apply to my whole class to allow for flexibility and range of activity levels.” (Nicholson, 2012, p.26) Teachers felt students gained valuable life experiences learning to ac...

The inclusion of special needs students is increasingly popular. In the 1984-5 school year only 25% of disabled students were educated in inclusive environments. The number almost doubled to 47.4% by the 1998-9 school year (Fine 2002). What makes the practice of inclusion accepted by so many? Research shows a plethora of benefits for the disabled child being taught in a general education setting. Learning in an inclusive environment provides for many an opportunity to grow academically. The mother of an autistic boy placed in an inclusive classroom said that “it has allowed him to realize an academic potential she never thought possible, even grasping abstract math concepts” (Bishop 2003). In a study comparing disabled students in a special education environment to those in an inclusive environment, statistics showed that those in the inclusive setting made more academic progress (Peetsma 2001).

Literatures talk about the dramatic shift from exclusion to inclusion in US legislation governing the education of children with disability. Prior to the ratification of the Individuals with Disabilities Act (IDEA) in 1975, it was estimated that only one in five Americans with identified disability attended public schools. Unfortunately, of the three million special needs children who attended school, many received little or no effective instruction. After IDEA, the number of such children in public schools grew by 100 percent, a proof that the effort of the government has paid off.

Inclusion in the classroom often sparks much controversy among people. It raises the question of whether or not students with disabilities should be fully included, partially included, or not included at all in mainstream schooling. Currently there is no clear consensus on a definition of inclusion (Heward, 2006). The different definitions tend to reflect the person's own opinions towards inclusion. Those who feel as if students should not be included in the classroom tend to focus on the negative aspects of inclusion, such as the challenges and hard work it requires. However, studies show that full inclusion has many benefits to the students, both those who are disabled and those who are not. Inclusion has shown to improve the student's social skills, encourage communication, spark laws and regulations, and improve the overall schooling experience. With a lot of time, effort, and patience, full inclusion can be done in the classroom, with its benefits outweighing the hard work that it requires.

Winterman, K. (2011). Inclusive classrooms: Achieving success for all students. Impact, 24(1), 24-25. Retrieved December 1, 2011, from EBSCOHOST database.

In the article, “World view @ Work” Michael Zigarelli brings to the surface an important topic, this topic being the importance of different world views in the workplace. Zigarelli explains that by understanding that their truly is a difference in views and by understanding your individual coworkers personal world view it is easier to cohesively work in the same workplace.

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

Inclusion 'mainstreams' physically, mentally, and multiply disabled children into regular classrooms. In the fifties and sixties, disabled children were not allowed in regular classrooms. In 1975 Congress passed the Education of all Handicapped Students Act, now called the Individuals with Disabilities Education Act (IDEA). IDEA mandates that all children, regardless of disability, had the right to free, appropriate education in the least restrictive environment. Different states have different variations of the law. Some allow special needs students to be in a regular education classroom all day and for every subject, and others allow special education students to be in a regular education classroom for some subjects and in a separate classroom for the rest. There are many different views on inclusive education. In this paper I will address some of the positive and negative views on inclusion and ways to prepare educators for inclusive education.

There are millions of children that are passing through the United States school system every day, not all children possess the same traits, and not all children can learn at the same rate, and do not perform at the same ability. The fact that all children learn differently and some have difficulties learning in general classrooms, special education was put into place to try and take care of these issues. Special education programs were put into place to help all students with disabilities. These children range from general disabilities to more complex and severe disabilities. There has been a revolution occurring in the past several years with education systems, and special education. There have now been several laws that have been passed that mandate changes in special education and the treatment that children, and parents receive, it also changes how the children are being taught, and how the teachers are to also change and conform to this idea called inclusion. Inclusion in the school system simply is stating that children who have learning disabilities, and more severe disabilities are to be included in the general education environment for as long as possible daily. There has been several different names other than inclusion that have been used, but in present times and since the 1990’s inclusion has been the most common term used. “The change in terminology was pushed in part by the philosophy that inclusion would mean more than only physical placement of children with disabilities in the same classroom, but rather it conveyed that children with disabilities would become a part of larger social, community, and societal systems” (Odom, Buysse, & Soukakou, 2011, para. 3). There has not been just one major law that was passed...

To begin with, full inclusion in the education system for people with disabilities should be the first of many steps that are needed to correct the social injustices that people with disabilities currently face. Students with disabilities are far too frequently isolated and separated in the education system (Johnson). They are often provided a diluted, inferior education and denied meaningful opportunities to learn. There are many education rights for children with disabilities to p...