Within the past decades and a big discussion has occurred regarding the most appropriate setting within which to provide education for students in special education. Although the change in the educational environment is significant for handicapped student the concepts of inclusion also bring up new issues for the regular education classroom teachers. The movement toward full inclusion of special education students in general education setting has brought special education to a crossroad and stirred considerable debate on its future direction. Proponents of full inclusion argue that the needs of students in general education. Full inclusion is "an approach on which students who are disabled or at risk receive all instruction in a regular classroom setting" (Hardman, Drew, Egan, & Wolf, 1993). Those who are for inclusion claim that segregated programs are detrimental to students and do not meet the original goals for special education(). Recent analysis show a small to moderate beneficial effect of inclusion education on the academic and social outcome of special needs children. Those who support inclusion believe that the child always should begin in the regular environment and only be removed only when appropriate services cannot be provided in the regular classroom. Physical accommodations, sufficient personnel, staff development and technical assistance, and technical collaboration are all brought into the classroom to assist the special needs child in a regular classroom. Another study assessing the effectiveness of inclusion was done at John Hopkins University. In a school-wide restructuring program called, Success for All, student achievement was measured and several positive changes were noticed: a reduced fear of human differences accompanied by increases comfort and awareness, growth in social cognition, improvement in self- concept of non-disabled students, development of personal principles and ability to assume an advocacy role toward their peers and friends with disabilities, and warm and caring friendships. Inclusion is more effective when students with special need are placed in a general education classroom after adequate planning. Inclusion does not mean unilateral changes in student's placements without appropriate preparation. &n... ... middle of paper ... ...assroom teacher. Teacher who collaborate must be honest and open about concerns and feelings. Collaborators must be willing to plan activities that ensure success. Involving students as peer helpers for students with disabilities is a very effective strategy. Teachers will need to model strategies for students and allow students to be involved in problem-solving sessions. Peer assistance and support can help nondisabled students build and maintain relationship with their disabled peers. Teachers must be willing to be a team player. The team must be willing to plan and work together on all issues, especially student behavior. Each team member must be prepared for his or her part of all planning and lesson responsibilities. Special Education Inclusion November 5, 2001 Katie Schultz Stout, WEAC's Director of Instruction and Professional Development Preparing for Inclusion: Involving Everyone in a Inclusion Classroom Setting Creative Educators at Work: All Children Including Those with Disabilities Can Play Traditional Classroom Games," by Donna Raschke, Ph.D., and Jodi Bronson, Ed.S., 1999 Kids Together, Inc. Colleen F. Tomko,1992http://www.kidstogether.org/inc-what.htm
In this essay, the author
- Explains that a big discussion has occurred regarding the most appropriate setting within which to provide education for students in special education. the concepts of inclusion also bring up new issues for the regular education classroom teachers.
- Explains that the movement toward full inclusion of special education students in general education has brought the field to a crossroads and stirred debate on its future direction.
- Cites donna raschke, ph.d., and jodi bronson, ed.s. in creative educators at work: all children including those with disabilities can play traditional classroom games.
- Argues that inclusion is a good idea, but if not handled properly, it can become stressful for all involved.
Related
- explanatory
- argumentative
- analytical
- opinionated
- comparative
- Taking Sides: Inclusionexplanatory essayTaking Sides: Inclusion 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).
In this essay, the author
- Explains that 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 class.
- Opines that educators can have strong feelings on the subject because having special needs students in a regular classroom can impact the classroom community. those who believe in inclusive classrooms realize the benefits are worth the work involved.
- Explains that they have been teaching in inclusive classrooms for 12 years and have come to the conclusion that full inclusion is a nice thought, but realistically it doesn't work for every student.
- Opines that inclusion of students with special needs must be on a case-by-case basis with the good of the whole class in mind.
- Cites carpenter, w., and sapon-shevin, m. (2008). learning in an inclusive community.
605 wordsRead More - inclusionargumentative essayWhen forming co-teaching partnerships, teachers should discuss their education philosophies. In order for co-teaching to be effective in an inclusion setting, teachers must be on the same page. Co-teachers should discuss their philosophies on teaching, assessment, and discipline. By discussing goals and expectations ahead of team, there is a lower chance of misunderstanding and conflict (Conderman, 2012). Prior to beginning the school year, both co-teachers must be aware of how all students will be graded and reasons for changes in the grading system should be discussed. A students with a disability in a co-taught classroom may receive an individualized grading system. This individualized grading system should base his or her progress on assessments on progress made towards meeting individualized education plan objectives, improvement over the last school year, and effort (Conderman, 2012). When special education teachers and general education teachers are willing to share their responsibilities, it ensures that students suffering from a disability receives the necessary assessment accommodations, teaching modifications, and grading adaptations they need in order to succeed (Conderman, 2012). When two teachers are willing to collaborate and form a unified partnership, all students in the classroom can succeed. Students without a disability are going to make improvements, as well as those students with disabilities. When two qualified teachers are in a classroom, the student to teacher ratio becomes lower. Students are able to receive additional assistance when needed.
In this essay, the author
- Recommends that co-teaching partners discuss their philosophies on teaching, assessment, and discipline and discuss goals and expectations before beginning the school year.
- Opines that inclusion helps make special education students feel more accepted and normal.
- Explains that inclusion provides a normalized environment for students with special needs in which there are opportunities for establishing friendships and role models for socialization.
- Explains that studies show an increase in depression and loneliness among disabled students. students want to feel accepted and included by their peers.
- Explains that inclusion helps students become aware of the diversity in the world they live in and become accepting of others.
- Argues that inclusion is a common practice in pre-school classrooms across the nation.
1143 wordsRead More - Inclusion in the Public School Classroomanalytical essayWhat 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.
In this essay, the author
- Argues that the need for care for children with identified disabilities continues to grow and the controversy continues.
- States that inclusion learning is the idea that regardless of a child's disability, they are considered access to regular education that will provide the learning aides needed for that child to learn successfully. the idea was introduced in 1997 as an amendment to the 1975 education for all handicapped children act
- Explains that inclusion can be negative if the learning environment is not able to provide the learner with what they need to be successful.
- Argues that a full inclusion setting for disabled children outweighs any learning disruption to the regular education students.
- Opines that schools can benefit from the use of inclusion resources in the classroom if everyone involved, teachers, parents, administrators, and the children communicate better.
- Explains the individuals with disabilities act amendments of 1997. shapiro, art. "special education inclusion, making it work."
1541 wordsRead More - Inclusion Case Studyanalytical essayInclusion has shown that students with and without disabilities can learn together and have a positive effect on one another. Justice, L. M., Logan, J. R., Lin, T., & Kaderavek, J. N. in 2014, proving that students with and without disabilities can learn in the same classroom. The study examined a large population and findings can be generalized to a predictor for all Special Education programs. 85% of the students without disabilities met the criterion for cut-off and only 50% of the students with IEP’s met the criterion cut-off on the Descriptive Pragmatics Profile (DPP) during the spring semester. On average there was an 8 point gain. Knowing that large language gains can be made for all children is supportive and promising of current literature/theories
In this essay, the author
- Explains that inclusion has shown that students with and without disabilities can learn together and have a positive effect on one another.
- Argues that teachers lack the skills to successfully implement inclusion, and that resources available in different regions play a role in adaptations created by educators.
- Argues that collaboration in education is seen as a legal mandate, best practice in teacher practice, and necessary for the inclusion of children with special needs.
- Explains that senegal adopted the "world declaration on education for all" in 2000, which is similar to idea in america. in order to implement inclusion there has to be acceptable inclusion of students with disabilities in society.
- Opines that principals lack the prerequisites for implementing inclusion, such as knowledge of special education.
- Argues that the idea behind the promotion of inclusion is that disabled or non-disabled students profit educationally and socially from the general education classroom.
1062 wordsRead More - Inclusion Classroom Argumentative Analysisopinionated essayI have always had a negative opinion of inclusion classrooms because I feel they set up both the special education and regular education students for failure or at least not maximum success. At the secondary level, inclusion becomes more and more difficult because of the fast pace, content, and weak basic skills, while at the elementary level teachers can focus on both academic and social issues and content is not as high-stakes (Casale-Giannola, 2012).
In this essay, the author
- Opines that inclusion classrooms set up special education and regular education students for failure or not maximum success. at the secondary level, inclusion becomes more and more difficult because of fast pace, content, and weak basic skills.
- Opines that students with special needs are pushed more and have higher academic expectations than they would in a self-contained classroom. advocates for inclusion maintain students are exposed to the realities they will face in the real world.
- Recommends setting the expectations from the start and not waiver. students are more capable than they believe, but they have to be told what is required and what fulfilling their part looks like.
173 wordsRead More - Full Inclusioncomparative essayAfter reading chapter one from the text and researching this week’s discussion topic, it became clear how important inclusion is for all students, not just those with disabilities. There is still a debate on how full inclusion should be implemented in schools and classrooms, along with if students with more severe disabilities needing more support should be within general education classrooms. Another big question would be if all students’ needs will be met in fully inclusive classrooms and can the development of learning in natural environments and least restrictive environments be achieved? What is stated by federal would be a fair answer to many of these questions, as stated on IDEA’s website:
In this essay, the author
- Explains that inclusion is important for all students, not just those with disabilities. there is still a debate on how full inclusion should be implemented in schools and classrooms.
- Explains that children with disabilities, including children in public or private institutions or other care facilities, are educated with children who aren't disabled. special classes, separate schooling, or removal from the regular educational environment occurs when the nature or severity of the disability of a child is such that education in regular classes with supplementary aids and services cannot be achieved satisfactorily
- Explains the importance of full inclusion in early childhood education programs. parents report positive changes in their children's confidence, self-esteem, and understanding of diversity.
- Explains that for an inclusive environment to be successful, each student's needs must be met in all ways. teachers must have the appropriate training to become effective teachers.
- Concludes that the power of special education has always been its emphasis on paying attention to the individual and making education work for that one student. inclusion is good for students of all kinds, and it is also creating more diverse teachers.
601 wordsRead More - From My Friend Ro Jargo Analysisopinionated essayInclusion is a way to get students with disabilities a way to increase their critical thinking skills as well as their communication skills. Finally, inclusion gives both the special needs student and the general education students the opportunity to interact in a more natural and realistic setting. It is important that children need to understand and to accept the fact that all individuals are different and unique. They also need to understand that each of us deserves to be accepted for who he or she is regardless of the differences. (Brown, 1997)
In this essay, the author
- Opines that inclusion gives students with disabilities a sense of belonging, which is essential to establishing and fostering their self-esteem.
- Narrates how the young woman was able to join the key club and earn community service hours through her volunteer job at a local day-car center.
- Opines that inclusion is a way to get students with disabilities to increase their critical thinking skills as well as their communication skills. children need to understand that all individuals are different and unique.
- Explains that the bible tells us in 1 corinthians 12:12-27 that christ's body is one and has many members and that all the members represent the body.
- Opines that the parts of the body that seem weaker are indispensable.
- Explains that on those parts of the body that we think less honorable we bestow the greater honor, and our unpresentable parts are treated with greater modesty.
- Explains that god has composed the body, giving greater honor to the part that lacked it.
- Opines that there may be no division in the body, but that the members may have the same care for one another.
- Opines that inclusion is one way to reach students with disabilities. it can give them more opportunities for growth and build in confidence and self-esteem.
- Analyzes how the eye cannot say to the hand, "i have no need of you," in verse 21. students with disabilities are no exception.
- Explains that special needs students benefit from non-disability opportunities for character growth, compassion, and interaction, which are beneficial in the real world.
800 wordsRead More - Benefits of Inclusion for Students with Learning Disabilitiesexplanatory essayInclusion has improved students feelings of self esteem and confidence. No longer are these students labeled “special ed,” and no longer will these students not have faith in...
In this essay, the author
- Explains that technology is a key part of an inclusive classroom. students learn at many levels and in different ways, and through technology we can help each student succeed.
- Opines that partial inclusion is a good idea for learning disabled students, though it does depend on case by case whether they belong in general classrooms.
- Opines that inclusion is an issue that affects this whole nation and is going to be a controversial issue. it is successful for the learning disabled and non-learning disabled students.
- Explains kingner, kettmann, janette, and vaughn, sharon, inclusion or pull-out method: which do students prefer?
- Describes walther-thomas, christine, and the journal of learning disabilities.
- Explains weiner, h.m., professional development in the context of the classroom.
- Cites gantwerk, b., and the new jersey department of education. placement decisions and least restrictive environment.
- Explains that this source included a lot of valuable and detailed information on specific legal cases concerning inclusion.
- Explains that students with learning disabilities can be supported in a general education classroom for the entire day with academic achievement as high as or higher than those in separate settings.
- Explains the benefits of inclusive learning for non-learning disabled students.
- Explains that inclusion is a controversial issue that has been pushed since the individuals with disabilities education act. society questions whether inclusion will decline the education of learning disabled students.
- Explains that the purpose of this article was to better understand whether students preferred inclusion or pulling students out of class to go into a resource room.
- Describes the individuals with disabilities education act, and the push for inclusive classrooms due to it.
- Explains male, m., and stainback, s. technology for inclusion: meeting the special needs of all students.
- Explains that many school districts are sending disabled students to special schools outside of the district, denying them their right to a least restrictive environment.
1768 wordsRead More - Special Education Setting Researchopinionated essayOver many years there has been issues regarding placement of special education students. Determined by which environment is the most effective learning setting is to either place a student into full inclusion general education classes or if he or should be placed in a “continuum of alternative settings” (O’Leary, 2016). As stated in O’Leary (2016), general education teachers and special education teacher’s work together to meet the students need when placed in a general education setting. This setting benefits the student social interactions with peers, but also incorporates the necessary services needed (O’Leary, 2016). Students do not want to seem like an outsider or someone who is “special” so this placement setting makes students feel more
In this essay, the author
- Opines that it is difficult to place all students under one particular placement.
304 wordsRead More - Inclusive Education Essaycomparative essay...It provides a positive thinking toward the students with disabilities. The training of teachers plays a major role in this whole network of inclusion education. There are no hard and fast rule or solution to inclusion and dealing with students with disabilities. The support of school leaders and teachers are critical to create a conducive environment for students with disabilities. Ultimately, inclusion education targets students with disabilities to be inclusive in the social context for life long learning to take place. This skill will bring them further in life to handle crisis and they will not be defeated by the circumstances or failures. Teachers need to be empowered with skills and confidences to engage students with special needs. The support from school system also empowers them so that their attention on planning and crafting curriculum will be more focus.
In this essay, the author
- Explains that attitudes of teachers are crucial for inclusive education to head toward success. the support of school leaders and teachers is critical to create a conducive environment for students with disabilities.
- Explains that singapore has a short history in regards to inclusive education in mainstream schools.
- Concludes that teachers with lesser teaching experiences are more positive towards inclusive education compared to those who have been teaching for many years.
- Explains that the lack of knowledge and skills in mainstream teachers has a cause in the negative attitudes of mainstream educators.
- Explains that teachers find professional support from their principals, colleagues, and management personnel valuable in solving problems and meeting the challenges of inclusion.
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