The delivery of education for students with exceptionalities has evolved from complete segregation to the provision of education within regular classes (Andrews & Lupart, 2000). Integration will be successful if the necessary supports and services are in place within the education system. Regrettably, the public special education system currently in use in Ontario is not meeting the needs of integrating students with exceptionalities in regular class settings. Even now, many educators believe that segregation of students with disabilities is justified and not prejudiced (Valeo, 2009). To abolish segregation from the Ontario public school system there is a definite need for strategies. Although there are challenges, there are numerous methods to promote inclusion through integration of exceptional students to include them in standard curriculum classrooms.
One of the challenges that Ontario school professionals face is the amalgamation of regular and special education. This integrated system values, supports individual differences, and works in response to the various strengths, challenges, and experiences of all students. (Andrews & Lupart, 2000). The most debated issue for school professionals and advocates is whether a unified system provides students with better opportunities to learn. The reason for this debate is that school professional question if this type of system will diminish options for exceptional students to receive the individually adapted instruction them (Boscardin, 2005). The goal of inclusion through integration is to make available instructional strategies that effectively produce acceptable educational results for exceptional students, and can be implemented in a manner promoting inclusion. Educators must a...
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Boscardin, M. L. (2005). The administrative role in transforming secondary schools to support inclusive evedence based practices (Vol. 33). American Secondary Education.
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Valeo, A. (2009). Education’s enduring prejudices: disability at the door. Dordrecht: Springer Science+Business Media B.V.
Peters, S. (2002) Inclusive education in accelerated and professional development schools: a case- based study of two school reform efforts in the USA, International Journal of Inclusive Education, 6(4), 287–308.
Full inclusion or mainstreaming is one of the most talked about and also debated topics. For parents and educators main streaming students is a difficult choice, there are many factors that go into main streaming a child with any disability. There are many types of disability’s that students can have in a school, such as a learning disability or a physical disability that could impare them learning to their full potential. Mainstreaming or inclusion is educating students with disabilities along side students with out disabilities in a regular classroom. In this essay I will be talking about five different exceptional learners and the factors it will take to mainstream them. Each one of these students will have an IEP with is an individualized education plan which will help the teacher learn more about the student and the resources that student will need to succeed in school.
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
Including these children in general education ultimately leads to their progress. Not too long ago, these people were segregated and labeled as incompetent. It was not until special education reform came about and showed the countless capabilities these exceptional learners have to offer. Teachers play a vital role in these entities’ lives. It is up to them to facilitate their learning as well as modify their measurable goals. Before inclusion, these people could not reach their potential, and not much could be said about how they learn or grasp concepts. Through inclusion, professionals can ascertain students level of performance and utilize strategies that work best for the child. Inclusion allows educators to take note on what type of learners these exceptional individuals are. Schoolteachers can reveal if the youth is a visual, auditory, tactical, or even a kinesthetic learner. Unquestionably, inclusion has brought about an age of progression for instructors and students’ in special education.
“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.
Diversity among students including differences in culture, language and socioeconomic stance is not a new trend. The difference, however, is that today, the school system realizes that all students, including those who differ in some way from the "average" student, or those “at-risk” must be provided with an equal, opportune education (Morris, 1991).
Donovan, M. Suzanne and Christopher T. Cross (2002, August). Minority Students in Special and Gifted Education. Retrieved from http://site.ebrary.com.ezproxy2.library.drexel.edu/lib/drexel/-docDetail.action?docID=10032383.
Tomlinson, C.A. (2001). Chapter 2: Elements of Differentiation. How to differentiate instruction in mixed-ability classroom. US: ACSD.
This chapter introduces the concepts of exceptional students, the concepts of inclusion, and how these ideas have developed in the Canadian education systems. I have taken classes that cover these concepts before, but it is interesting for me to review them in the light of both my pre-internship and internship experiences. After these experiences I think I am better able to understand these concepts because I have dealt with them as a classroom teacher.
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).
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.
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 is a basic human right for all students and differences are what make us unique. These 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. Inclusion is the way forward
Special education has undergone immense changes through the years. Research and studies on the debate of whether or not inclusion is appropriate for special education students is just beginning to cultivate. The question has always been, what is best for these students? Schools and teachers are becoming leaders in the exploration of new paths, in search of new teaching styles and techniques. Mainstreaming or inclusion at the middle school and high school level, which is educating students with special needs in regular classes with their non-disabled peers, has proven to be beneficial for the special education students cognitive and social developmental needs. It can not only benefit the handicapped student but all students in the classroom.
The philosophy of inclusive education has “brought about teams of general education and special education teachers working collaboratively or cooperatively to combine their professional knowledge, perspectives, and skills” (Ripley, 1997). Many approaches have been developed and researched over the years to determine best practices for inclusive education in public schools, which include mainstreaming and specialized schools. The challenge for educators and school systems is deciding which approach and strategies meets the individual needs all students in classrooms.