inclusion

Arguments Opposing Inclusion
When researching the topic of inclusion, one will more than likely find an equal amount of in favor and opposing arguments. To come to a clear consensus, it is important to review each side of the argument. There are a great deal of educators, researchers, and psychologists who argue that inclusion is not in the best interest of the child, and should not be practiced in today’s school systems.
General Education teachers feel they do not have the experience or qualification to teach students with special needs. While there are specific degrees for teaching special education, general education teachers are required to take a very limited number of special education courses in order to obtain their degree. To gain a clearer understanding of this argument, I recently spoke with a professor in the education department at a university in Ohio. While speaking with the professor, we discussed the amount of special education courses an elementary or secondary educators is required to take in order to obtain a degree. The professor explained that an elementary or secondary education major is required to take on average three to four special education courses. The amount of courses may vary from university to university but the average remains three to four. This amount differs from a special education major who would be required to take anywhere from ten to twelve special education courses. Due to the lack of training, a majority of general education teachers believe they do not possess the training and ability to provide the appropriate education to special education students. The teachers feel having the special education students included in their classrooms with assistance from a special educa...

... middle of paper ...

...d on teachers and school leaders. The central factor in deciding whether or not inclusion should be practiced should be the students. Research has shown when practiced correctly, inclusion increases students’ test scores and achievement levels. The inclusion model is considered the “Least Restrictive Environment” for students. As specified by IDEA 1975, special education students have the right to be educated in the least restrictive environment with a classroom of peers. Co-teaching, a method used when practicing inclusion, has shown proven effectiveness on both special education students and normal functioning students. Finally, inclusion builds positive relationships and helps students become more accepting of diversity. In conclusion, students with special needs have a right to be included in the general education classroom, and educated with their peers.