Inclusive Education in the Public School System
analytical Essay
1375 words
Parents always want the best for their children, and most importantly, they want the best education and the best environment. Deciding which school to place their child to get an education can at times be a hard decision. Education in general is a form of learning where the knowledge, skills, and habits of a group of people are carried from one generation to the next through teaching, training, or even research. There are many types of education that schools offer to use in the classroom and inclusive education is one of them. Inclusive education in the classroom is incorporating students with disabilities in all, or some of the day, in a classroom with students without disabilities. Inclusion of students that have learning disabilities into regular general education classes has become a priority in many school districts. Many reasons supports providing opportunities for students with learning disabilities; to learn and interact with their peers that do not have disabilities, learn age- appropriate social skills, they’re more independent and acquire developmentally advanced skills, and develop friendships. The general education classrooms affect the achievement of the students as well as the social behavior. Placing disabled students in these classrooms affects many aspects of not only their lives, but the teachers and other students as well.
The types of education, regular, special, and inclusive all have different, yet very similar, meanings. Based off of Jude MacArthur and Berni Kelly’s article, “Inclusion from the perspectives of students with disabilities”, regular education refers to, “education in a classroom where students with disabilities are taught alongside their non-disabled peers” (MacArthur and Kelly, 44). Regular...
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...s affects many aspects of not only their lives, but the teachers and other students as well. Inclusive education is a great way of learning, and maintains very many benefits.
Works Cited
Harrington, Stuart A. "Full inclusion for students with learning disabilities: A review of the evidence." School Community Journal 7 (1997): 63-73.
Katz, Jennifer, and Pat Mirenda. "Including students with developmental disabilities in general education classrooms: Social benefits." International Jornal of Special Education 17.2 (2002): 26-36.
MacArthur, Jude, and Berni Kelly. "Inclusion from the perspectives of students with disabilities." SET: Research Information for Teachers 2 (2004): 44-58.
Raschke, D., and Bronsons, J. “Creative educators at work: All children including those with disabilities can play traditional classroom games.” Inclusion philosophy benefits (1999): 67-78
In this essay, the author
- Explains that parents always want the best for their children, and that deciding which school to place their child to get an education can be a difficult decision.
- Explains that regular, special, and inclusive education have different, but very similar, meanings based on jude macarthur and berni kelly's article, "inclusion from the perspectives of students with disabilities."
- Evaluates the impact of full inclusion of students with learning disabilities on their academic performance, social behavior, and individual self-esteem.
- Explains that inclusive education helps students learn that everyone has their own unique characteristics and abilities and develops an appreciation for that.
- Describes inclusive education as a great way of learning for children and holds many great values.
- Explains that inclusion and inclusive education are defined in a wide range of ways, and it is common that these terms are misused.
- Explains harrington, stuart a., katz, jennifer, and pat mirenda. "including students with developmental disabilities in general education classrooms: social benefits."
Related
- analytical
- explanatory
- argumentative
- opinionated
- Inclusive Education: The History Of Inclusive Educationanalytical essayInclusion in the classroom has been a topic of conversation throughout the history of organized education. Incorporating special education students with general education students, both groups are given a unique opportunity to learn and grow together rather than in separate environments. In Kerri Phillips’ article, “Inclusive Education,” she describes inclusive learning as “the goal of inclusive practices is to plan and devise an intervention option that is unique in meeting the disabled individual 's educational needs” (Phillips, 1) Some argue that combining both types of students into one classroom may be detrimental to the other, while many scholars and organizations argue in favor of inclusive classrooms that allow all students to learn in environments that are molded to the individual students. By looking at the various elements that make an inclusive classroom superior to a regular classroom, it will be apparent that children fortunate enough to be in a cutting edge, innovative, and inclusive classrooms will have the leg up in the rest of their academic and
In this essay, the author
- Analyzes how lre, or least restrictive environment, has come up as an example of how special education students should be continually and individually evaluated.
- Analyzes how rosen argues that inclusive classrooms have access to more resources for the students in the class. the most beneficial resource that becomes available for these students is each other.
- Explains that inclusive classrooms can be beneficial to both special education and general education students.
- Explains rosen's strong point in favor of inclusive education: the wide variety of teaching styles that educators who teach both general and special education students maintain in their teaching tool belts.
- Explains peg rosen's strong support of inclusive education and provides many reasons for parents to consider asking if their children can be placed into schools with inclusive classrooms.
- Explains that inclusion in the classroom has been a topic of conversation throughout the history of organized education.
1355 wordsRead More - Inclusion in the Public School Classroomanalytical essayInclusion in the Public School Classroom 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. What is inclusion?
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 - Inclusionanalytical essayThe 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.
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.
1042 wordsRead More - Do Special Education Children Benefit From Inclusion?explanatory essayMany children have had learning disabilities for many years. Each year more and more of these children are being helped. Schools are working to improve their special education programs and to have all kinds of students work together in the same classroom. The practice of inclusion was started because educators felt that special needs students would achieve more in traditional classrooms with non-learning disabled students than they would in special education classes. However, research findings suggest that there really is no difference in academic achievement levels for special needs students when they are placed in regular classrooms.
In this essay, the author
- Explains that there have been many studies on inclusion to determine if special education children academically achieve in a regular classroom setting.
- Explains that inclusion is a term that expresses commitment to educate each child, to the maximum extent appropriate, in the school classroom.
- Explains that a study on children with learning disabilities in regular classrooms was conducted by affleck, madge, adams and lowenbraun in 1998.
- Explains that the article discusses the effectiveness of an inclusive education program for elementary students with specific learning disabilities.
- Explains that this website discusses education issues specifically inclusion with special education students. it provides definitions of inclusion and mainstreaming.
1879 wordsRead More - inclusionanalytical essayInclusion is considered the Least Restrictive Environment, or “LRE” for a high majority of special education students. The IDEA, or Individuals with Disabilities Education Act of 1975, mandates that children and youth ages 3-21 with disabilities be provided a free and appropriate public education. According to the National Center for Education (2011), the Individuals with Disabilities Education Act describes the least restrictive environment is the environment in which special education students can be educated in with their normal functioning peers. Although the mandate of least restrictive environment was written into the law in the 1970s, it has taken much longer for it to be implemented in schools settings. In the mid to late 1970s, individuals with disabilities were primarily educated in separate classrooms away from their same age peers and rarely encountered students without disabilities (Swain & Nordness, 2012). Luckily for students, the way in which our education systems educate students with disabilities has improved. In the 1980s, “mainstreaming” became a popular way to educate disabled students. The mainstreaming philosophy focused on allowing individuals with disabilities to participate in courses such as music, art, physical education, and some content classes. Disabled students would be allowed to participate in these traditional academic content courses if they were able to keep up with the traditional academic content standards with little additional supports (Swain & Nordness, 2012). Implementing the mainstreaming method into the classroom was an improvement to the way schools educated special education students. Currently, school districts are practicing inclusion more frequently than in the past. St...
In this essay, the author
- Explains that the idea mandates that children and youth ages 3-21 with disabilities be provided a free and appropriate public education.
- Argues that inclusion is in the best interest of the student. swain & nordness argue that if a student cannot meet the curriculum expectations, then the expectations—not the students’ placement—should be changed.
- Explains that swain and nordnress (2012) encourage educators to think of inclusion as having three dimensions. first, students with disabilities should be placed in the same classroom as their normal functioning peers.
- Explains how co-teaching can have a profound effect on students when implemented correctly.
- Explains that co-teaching benefits all students, not just students with disabilities. one teacher takes the lead role while the other engages in detailed observations or data collection.
925 wordsRead More - Inclusion Paperexplanatory essayThe 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.
In this essay, the author
- Explains that the idea of inclusion within a classroom tends to breed controversy from many people. there are many different views on how students with disabilities should be handled.
- Explains that teachers, parents, and students become better communicators when being involved in the process of inclusion into mainstream schooling.
- Explains that a teacher's attitude determines the outcome of inclusion. in-service meetings are great ways for teachers to gain background knowledge about different disabilities and inclusion itself.
- Explains that by including students with disabilities into mainstream schooling, students gain a more realistic view of school and the world.
- Explains that inclusion provides a different lifestyle for people with disabilities and those around them. it also provides an opportunity for the child to interact with others and lead as normal as possible.
- Describes the works of elhoweris, alsheikh, and gargiulo.
707 wordsRead More - Under the Individuals with Disabilities Educational Act (IDEA) all students with disabilities are to have a free and appropriate public education (Woolfolk, 2010). Inclusion falls under this act because IDEA requires states to develop procedures for educating each child in the least restrictive environment (Woolfolk, 2010). Inclusion may be defined as 100% placement in age-appropriate general education classes or the integration of all students including those with severe disabilities (Idol, 1997). With the full inclusion of disabled children in general education classroom issues developed with the social interactions and peer acceptance of both groups. Research has shown that students with disabilities are less likely to be accepted and more likely to be rejected than non-disabled st...
In this essay, the author
- Explains that inclusion has been one of the main focuses in the field of special education for the past two decades.
- Opines that there is a dynamic amount of research on inclusion, but it is an incomplete view of the social integration of students with disabilities, and it may lead to confusion about interventions that are needed to have positive social interactions in inclusive classrooms.
- Explains that even a small change in the patterns of interaction effected through changes in shared activity of teacher’s actions can affect students’ learning identities. further research is needed to study the effects of teachers’ attitudes on inclusion and classroom organization on social relations within the inclusion classroom.
- Explains that the no child left behind act requires that all students with disabilities have access to the general education curriculum.
- Explains the purpose of this study is to examine the social interactions of the inclusion classroom using a constructivist design of grounded theory.
- Asks whether the negative social interactions between the general education and special education students hinder the educational advancement of students with disabilities.
- Asks whether students with moderate to severe behavior characteristics prevent them from being accepted by the general education teachers and students.
- Analyzes how teacher perceptions of the inclusion classroom affect the attempt to maintain a harmonious social environment.
- Questions whether the general education teacher is equipped with effective skills to identify, monitor and intervene when social issues arise in the inclusion classroom.
- Explains the importance of teachers and students becoming aware of the social interactions that take place in the inclusion classroom, whether positive or negative.
- Explains that the individuals with disabilities educational act (idea) requires states to develop procedures for educating each child in the least restrictive environment.
1422 wordsRead More - Specializing Educationexplanatory essayThe children who benefit from the Special Education program are learning disabled. The National Center for Learning Disabilities states that children with learning disabilities have a “neurological disorder that affects the brain’s ability to receive process, store and respond to information.” There has been a long running debate on the best way to educate children with learning disabilities or LD. Some feel inclusion is the most beneficial method for educating children with LD. As defined by Jean B. Crockett and James M. Kauffman in The Least Restrictive Environment, inclusion is where children with disabilities are placed in regular education classes for the entire school day and are accompanied by special education teachers or aides for subjects where they need extra help (1). Others feel mainstreaming is the best option for students with LD.
In this essay, the author
- Opines that the methods utilized in special education are not entirely right or wrong in addressing the educational needs of children with learning disabilities.
- Explains that the national center for learning disabilities states that children with learning disabilities have a neurological disorder that affects the brain’s ability to receive process, store and respond to information.
- Explains that the individuals with disabilities education act (idea) of 1977 requires that students with disabilities be provided with a free and appropriate public education.
- Opines that full inclusion is beneficial, but implementation is problematic for disabled children. in general education classes, children with severe learning disabilities do not receive specialized help and instruction.
- Explains that inclusion can be beneficial to learning disabled children if implemented correctly in physical education classes.
- Explains that mainstreaming can promote both the academic and social development of children with learning disabilities.
- Describes resource room as a pull out program where children receive learning support for subjects where they need extra help. it allows for partial exposure to general education classes and interaction with age-appropriate peers.
- Explains that children with learning disabilities can benefit from inclusion, mainstreaming, and resource room settings. however, not every method is effective for every child with a learning disability.
- Explains the origins and interpretations of special education in mahwah, new jersey.
- Explains that disabilities in general physical education. proquest. penn state library information access system.
- Cites proquest, penn state library information access system, and the journal of physical education, recreation & dance.
- Explains that proquest, penn state library information access sysytem, is a resource for students with learning disabilities.
1722 wordsRead More - Universal Design For Learning, And Differentiated Instruction : The Canadian Experienceopinionated essayAs a student who has a learning disability, the idea of inclusion in the classroom is very important to me. My learning disability may not be noticeable to everyone but there were still times in school that I needed my teachers to make accommodations ...
In this essay, the author
- Opines that teachers have a legal obligation to assisting exceptional students, and that collaboration is even more important in the secondary level.
- Explains that in their pre-internship school, there was a set time and date for student support meetings. the team would go back as far as kindergarden to see what accommodations had been in place for students in the past.
- Opines that collaboration only works if students have someone to speak for them in situations like this.
- Explains the concepts of exceptional students, inclusion, and how they have developed in the canadian education systems.
1214 wordsRead More - People with Disabilities Need Inclusionopinionated essayInclusion 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...
In this essay, the author
- Explains that there are more than 1 billion people with disabilities in the world, with this number rising. in order to break this notion, we must begin with inclusion.
- Explains that the epsen act (2004) defines inclusion as the intention to provide people with special educational needs the same right to avail of, and benefit from, appropriate education as do their peers who do not have such needs.
- Explains that inclusion has become increasingly important in education, with the education for persons with special educational needs act being passed in 2004 to ensure equality in our system.
- Explains inclusion is the support of students through adapting how lessons are taught, using strategies specific to the students needs and in a mainstream setting where possible.
- Opines that inclusion is being in an ordinary school with other students, following the same curriculum and acceptance of all.
- Argues that inclusion allows people with learning difficulties to have the right to an equal opportunity and not be discriminated against.
- Explains that social integration is a sense of belonging achieved through acceptance by others and equal participation in mutually valued activities. inclusion is adapting how classes are taught to allow all students to progress, develop and learn.
- Opines that inclusion in education means listening to & valuing what children have to say, regardless of age or labels. education is intended to provide all students with the skills and competencies they need to enhance their lives and the lives of fellow citizens.
- Explains inclusion implies that schools restructure themselves to cater for all students, regardless of their disabilities or background. it involves whole school planning, writing policies, providing training and support for staff, and constant review of documentation and practices.
- Explains that the movement for 'inclusive education' is part of a broad human rights agenda, but many educators have serious reservations about supporting the widespread placement of pupils with sen in mainstream schools.
- Explains the medical model's central idea that disabilities are a negative and the onus is on the person in question to get ‘cured’ in order to fit in to society.
- Explains that for inclusion to be accepted, teachers must be ready to step up and take responsibility for ensuring their lesson is aimed at different types of learners with diverse needs.
- Explains that the majority of irish teachers are not trained to deal with students with sen. inclusion involves a process of reform and restructuring which is an enormous, time consuming task.
- Explains that the hardest obstacle schools face is access to resources, as money-driven worlds have a huge hold on how much is available.
- Explains inclusive education is about embracing everyone and making a commitment to provide each student with the undeniable right to belong.
- Explains that inclusion is about reaching and educating all children while meeting the needs of individuals. segregated education is viewed as potentially violating the students’ rights to appropriate inclusive education in their own local area.
- Opines that inclusion will take time, but if staff are willing to be part of policy writing, reviewing policies, proposing strategies, and even just try something new, the task seems a lot less intimidating.
- Opines that teachers should be a teacher for all students, not just children. inclusion is an early intervention for early school leavers. lack of support and feeling lonely at school predict the intention to leave school early.
- Opines that inclusion benefits the student with extra needs, but it must start from a whole school perspective, passing down from management down the ladder.
- Opines that inclusion must be a whole school approach, with teachers being open to learning, adapting, reviewing, and evaluating their teaching.
- Opines that inclusion benefits the student, parents, teachers, school, and community. it is about understanding additional needs rather than ignoring them.
- Opines that inclusion is a basic human right for all students and differences should be embraced, not shunned. a student with extra educational needs may very well be capable of great things but only if we, the educators, allow them the chance to be.
2230 wordsRead More