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for and against inclusion in education
full inclusion education
full inclusion education
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Full inclusion is like communism. It looks good on paper and may even sound good, but does not actually work to benefit all involved. Full inclusion is the idea of including every student with a disability, regardless of severity, into the general classroom. While it sounds like a great idea, it would not benefit every student with disabilities, every time and could hinder the education of non-disabled students. Full inclusion is not feasible for all students with disabilities. The majority of students with disabilities should be in an inclusive setting. These students are generally placed based on the Least Restrictive Environment (LRE). Furthermore, the majority of these students are able to keep up academically with their peers, even …show more content…
A self-contained classroom is generally made up of a small number of students, who work with a special education teacher and are taught self-help skills as well as academics. Often, students in the classroom work on different academic levels and some may receive a higher level of specialization of care or attention. Furthermore, placement in the general classroom versus a self-containment classroom may come down to accommodations. If accommodations for a student are dramatically altered or modified beyond the general classroom curriculum, then student would benefit from self-containment classroom instead of full inclusion. If this student was in a full inclusion setting with such accommodations, the student could easily fall behind in the general classroom. Additionally, since a general classroom is larger than a self-contained classroom, students with disabilities may not receive the best academics assistance or help from a paraprofessional as needed to adjust to the curriculum. Moreover, some students disabilities are so profound that the student is non-verbal, unable to read or write, making communication harder in a general classroom setting. For example, a student with disabilities that is non-verbal may have other ways, such as cues to communicate with. If a teacher in a general classroom setting is concentrating on …show more content…
Some students may not be able reach their full potential if left in a full inclusion setting. This would be an injustice for this student 's education. Full inclusion is not a “one size fits all” and LRE should guide schools to make the determination if a student with disabilities would benefit best from full inclusion or self-contained classroom. While it is possible for all students with disabilities to benefit from social interaction with non-disabled students, it is not possible for all students with disabilities to be in a full inclusion general
As 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 ...
Educators can have strong feelings on the subject because having special needs students in a regular classroom can have a large impact on the classroom community. Those who believe in inclusive classrooms realize that, to be successful, it requires allot of classroom management and differentiated instruction, but feel the benefits are worth the work involved. Those who do not believe in inclusion feel that it leads to “l...
Students with learning disabilities in the regular classroom may have challenges that require special attention. If the teacher is able to identify the disabilities and the features associated with them then the teacher can tailor the lessons to meet the needs of the students. These may include differentiated instruction and facilitating an inclusive classroom which will see inclusive strategies employed that will cater to the needs of students with learning disabilities. These inclusive strategies can range from individualized learning programs to team and co-teaching. In some cases, the teacher can arrange for a special education teacher or arrange for a pull out program to assist students who have learning disabilities. Strategies that will also cater to learning disabilities may also include the use of technology. According to Ford 2013 ‘In some situations it may be best for students with LD to be taught in separate pull out classrooms with a teacher who can provide targeted skill instruction in areas where a student is struggling.’ ‘When provided appropriate support within this setting, many of these students can achieve academically and develop positive self-esteem and social skills. (American Speech-Language-Hearing Association 1991). They also recommend that schools should ‘require in-service programs for all school personnel to give them the knowledge and skills necessary to provide education for students with learning disabilities in the regular education classroom.’ Schools should include activities to help participants learn strategies to meet individual needs of students, foster attitudes conductive to educating students with learning disabilities in the regular education classroom, and promote
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.
The concepts of Inclusion and of Least Restrictive Environment may seem the same, but they are definitely not. The idea of Least Restrictive Environment is simply that disabled children should be educated, to an appropriate extent, with other non-disabled children. On the other hand, the approach of Inclusion is that disabled children should not be segregated from their non-disabled peers. Inclusion rejects the use of special classrooms, and schools; while Least Restrictive Environment encourages that there be separate classrooms, and schools. Some may argue that “inclusion prepares students with disabilities to use the skills they are learning in the real world where there are few “protective” special settings” (LRE vs. Inclusion). Others may argue that with LRE every student will learn at their own pace and it would help them accomplish what it is they are trying to accomplish. Both of these reasons have their advantages, but they also have their own disad...
In order for inclusion to be implemented properly it is important that teachers, parents, and administrators to know the definition of inclusion. An inclusion program means that the student spends all or most of their school time in the general education classroom rather than a self-contained classroom. However, the students will still receive the support and interventions they would have received in a self-contained classroom. There are different types of inclusive classrooms where different types of teaching occur. There is co-teaching where there is both a general education teacher and a special education teacher that co teach. Both will work with students that have an individualized education plan (IEP) and the student will receive more support. In addition, an inclusive classroom can have a general education teacher but has the special education teacher as a resource or aid, which qualifies as a collaborative model of inclusion.
Legally, Inclusion is defined by Public Law 94-142 from 1975. This law, known as the Individuals with Disabilities Education Act or IDEA, does not contain the term “inclusion”, however, it describes the term “Least Restrictive Environment” which means that a handicapped child must be placed in a classroom that can meet their needs but is as close to a regular classroom as possible (Villa p. 4). IDEA states that:
According to Spring (2016), inclusion is the integration of children with disabilities into regular classrooms. Full Inclusion refers to the inclusion of all children with disabilities. (p. 134) Inclusion is challenging in many ways for teachers and students alike. It can also be frustrating.
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.
Those who support an inclusion model for all students take the stand that students with disabilities should be placed in and inclusion setting with the idea that all special education students will benefit from an inclusion setting with their general education peers. An inclusion setting will provide academic growth and social growth. The placement of special education students in a general education classroom would also benefit students to respect and accept those students who are different. Students should be placed in an inclusion setting whenever possible (Noll, 2013).
Inclusion classes are very important to the school system. Inclusion classes allow children with disabilities to get their education to the fullest extent. While children with disabilities are in inclusion classes they can also be placed in standard classes to get them introduced to other kids. While no one really knows the true definition of inclusion, the definition is very clear. Inclusion classes help the school system by integrating regular students with disabled students. Both regular students and disabled students benefit from being integrated into standard classes. Inclusion classes are for disabled children that provide the best education possible in the Least Restrictive Environment (LRE) and they help the school system by allowing some of the disabled children to be in standard classes to be integrated with other students and teachers.
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 does not only benefit the student, but the parents, teachers, school and the community. It is about understanding additional needs rather than ignoring them and allowing the student every chance that students without difficulties/disabilities have available to them
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.
This vision is important but for it to be reality, I realize that my classroom must be in a school were inclusion, and collaboration is an important facet of the school life. I also have to realize that there are negatives and positives to the full inclusion that I would likely see in my classroom. The first, which falls into both categories is for a school to use full inclusion they may be required to have addition staff to meet the needs of the students in the general education classroom. This can be a positive because more staff can mean more one-to-one time for instruction. On the other hand, the cost of having additional staff can be a negative in the budget crunched school districts. According to Ryan and Cooper, this type of teaching approach can hurt teachers and students. Parents of children without disabilities worry about standards being lowered. Some special educators are