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Inclusion

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Inclusion in Class

Inclusion “mainstreams” physically, mentally, and multiply disabled children into regular classrooms. Back in the sixties and the seventies, disabled children were excluded all together from regular classrooms. Currently, the federal inclusion law, I.D.E.A. (Individuals with Disabilities Education Act), addresses children whose handicaps range from autistic and very severe to mild (I.D.E.A. Law Page). From state to state the laws of inclusion vary. The laws may permit the special needs children to be in regular classrooms all day and for all subjects or for just one or two subjects (Vann 31). Other times the state laws allow those with special needs to have aids with them to help them in the regular classrooms (Sornson). There are many more variations. The creators of inclusion had the right idea in mind, but it is misused by many administrators and teachers because they aren’t focused enough on what the children really need. I believe that inclusion is not beneficial to normal children or special need students because of the difficult learning environment it creates.
My oppositions leads a strong argument; every child should be able to experience a regular classroom in order to mature and socialize with other children in normal situations (Stussman 18). This is true; children need to be around other children in order to learn how to interact. In stating that, inclusion is one way to let children “mingle” and socially grow into adults who can communicate with the rest of the world. In March of 1997, “The Educational Digest” composed an article on Barak Stussman. She has mild cerebral palsy. She shared with the readers her story of how inclusion worked in her life. Barak retold how she felt deep sadness when she realized she was not “regular”. This made her hate going to school (Stussman 19). Two important statements were made by Barak: “If children do not perceive barriers, they will amaze you with what they are capable of doing,” and “I believe public school systems should be a microcosm of the ‘real world’” (Stussman 20). My oppositions feels inclusion is beneficial to children because they believe in the concept, “what you really need to make it in this world is good people skills and common sense; not academic achievement.”
However, the truth is...

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...motional and distraught. It could also cause them to dislike school more and more as time goes on (Stussman 19). This bad learning environment is harmful the children who dislike the classroom. This negativity can spread and influence other children to dislike school as well; therefore they may not try or function to their potential. The focus of school should be to educate children in a manner and environment which supports and values them as people (Vann 33). The best program is the one which provides a combination of approaches that best suits each individual child (Vann 33).
Inclusion is detrimental to both regular and special needs students because of the complicated and strenuous learning environment it creates. Though there are many variations in the inclusion technique, children are still being helped inadequately and they are not accomplishing the academic achievements that they could. Every child deserves to be in an environment where they will succeed academically and emotionally. Our responsibility is to ultimately create a system that places and supports students and their families in ways that will promote the greatest amount of success.
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