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What changes need to be made with inclusion in the classroom
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Introduction:
Upon reading, “Early Childhood Inclusion,” this article entails the importance of early childhood programs for inclusion students. It is very important for the federal legislation government to implement laws and policies to better early childhood programs and ways to reach inclusion students that are placed in an inclusive classroom. As I was reading, I noticed as the year’s procced, the laws and policies change as it relates to early childhood and inclusion students. When children are diagnosed with a learning disability, or any form of disability it is vital to ensure a safe, nurturing, positive environment. No child wants to feel left out or left behind because of his/her disability.
Summary:
Early childhood inclusion entails the values, morals, policies, and practices that support infants and young children regardless of their ability to participate
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Early childhood inclusion is reinforcing to provide assistance for children and families. Assistance is provided for teachers to work alongside with families and children that have a learning disability. Also, teachers should establish a system of services, which is a sense of support to the child. The weakness of this article I noticed the author did not mention how hard it is for a child to progress in a classroom that has a learning disability. During my 12 years in school, I witnessed children that suffered from a learning disability pulled from class some part of the day to go be with a specialist or therapist. Some subjects many be too intense for an inclusion student, which may take the child several days to progress in the classroom. Moreover, the attention from the classroom and teachers will not always be efficient enough to accommodate every child in the learning environment.
She is able to receive assistance from a speech- pathologist for her language twice a week because of free appropriate public education (FAPE). A recommended practice that is trending now is to place students in their least restricted environment, where they can learn the most. In order for her to still receive her assistance and be in her least restricted environment, she is placed in a growing trend of inclusion classrooms. This trend is influencing special education and education in general because it is the view that everyone needs to be able to accept the student with a disability equally as anyone else. Although, the book discuss different views of inclusion in the classroom, inclusion classes are considered to be possible and necessary for twenty-first- century education that we are facing now. This is why Elizabeth spends the majority of her school day in a general education classroom instead of spending all her time in a special education classroom. It is also important to note that Elizabeth’s teachers have to collaborate together to support her because educators are now being expected to use evidence- based practices that work in the classroom. The practices that are used for Elizabeth are recommended practices in the special education and schools. It was shown that the practices being used for Elizabeth are effective because the teacher stated that she saw improvements in both her social and academic growth. The different aspects of Elizabeth’s program provides examples of the different aspects of special education including the programs or services that are available, what trends are happening
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.
Odom, S. L., Buysee, V., & Soukakou, E. (2011). Inclusion for young children with disability: A
Various advocates have made changes towards Special Education over the past hundred years. These changes have made substantial improvements in Special Education, but could also be seen as challenges. As a preschool teacher in an inclusive classroom, I have personally seen the improvements and setbacks these changes have made for my students with disabilities and their families. In this essay, I will be discussing specifically the changes made in Early Childhood Special Education. There are three changes that I will discuss; changes made to the Individuals with Disabilities Education Act (IDEA), Least Restrictive Environments (LRE) in an early childhood setting, and Early Intervention Programs (EIP).
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 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...
This statement shows that all children may require differing approaches to education, and that learners with and without diagnoses require an educator that is skilled in the practice of inclusion. Key strategies such as early intervention, partnerships with parents/whnau, transitioning, and equitable teaching are practices that inclusive educational settings use to ensure that all children are provided for within the setting. Partnerships with parents/whnau and other professionals are key to ensuring inclusion is achieved. Why Do I Need Inclusion? The rationale for inclusion has three main aspects: the ethical and human rights, educational and social benefits to all learners, and the legal requirement to include all children.
Inclusion of all students in classrooms has been an ongoing issue for the past twenty-five years (Noll, 2013). The controversy is should special education students be placed in an inclusion setting or should they be placed in a special education classroom? If the answer is yes to all special education students being placed in inclusion, then how should the inclusion model look? Every students is to receive a free an appropriate education. According to the Individual Education Act (IDEA), all students should be placed in the Least Restrictive Learning Environment (Noll, 2013).
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.
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.
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...
...uire to development special education systems and inclusive programs, must be able to accept the possibility for total reconstruction of their current system. The administrators must plan extensive training to all members of the organization to better inform, educate and implement the desired program or system. As inclusion becomes more widespread, research and data must be analyzed to determine specific, effective strategies in creating successful systems for the school, community and most of all, people with disabilities (Wisconsin Education Association Council, 2007). Once there is appropriate research and data to show positive outcomes and strategies for offering effective inclusive education, educators and administrators must make the best of what information is currently available today and continue creating equal opportunities to quality education for all.
The purpose of early childhood education is to firstly learn about one’s self and agency, how one’s actions can affect and impact others; to develop a sense of identity; who you are and how you fit into this world. Experience a sense of belonging through interactions with peers and teachers whilst celebrating and sharing diverse cultures whilst embracing others. Children need to have opportunities to explore, experiment, to gain insight and knowledge in numeracy, literacy, science and social structure through innovative and richly supported curriculums (DEEWR, 2009). I have very high expectations of all children as I believe that this assists in building self-confidence and