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Inclusion 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? Inclusion learning is the idea that regardless of a child’s disability they are considered access to a regular education setting that will provide the learning aides needed for that child to learn successfully. The debate of inclusion learning has been on the table for many years. According to the U.S. Department of Education's report to congress in the 2006 school year there were 701,949 children between the ages of three and five years old being served for special needs under the Individuals with Disabilities Act (IDEA)(17). The IDEA was introduced in 1997 as an amendment to the 1975 Education for All Handicapped Children Act. This amendment was to “to ensure free and appropriate education for children of all learning and physical disabilities in the least restricted environment” (Individuals with DisabilitiesEducation Act Amendments of 1997). One of the purposes of the IDEA law was “... ... middle of paper ... ...09. ed.gov. 27 March 2011 . Fuchs, Douglas and Lynn S. "Inclusion vs. Full Inclusion." n.d. 27 March 2011 . National Center for Education Statistics. "Participation in Education." Web. 2000-2010. of, Individuals with Disabilities Act Amendments. "Individuals with DisabilitiesEducation Act Amendments of 1997." Washington, DC, 7 January 1997. Shapiro, Art. "Special Education Inclusion, Making it Work." 2005. Education World. 27 March 2011 . the, Senate and House of Representatives of. "Individuals with DisabilitiesEducation Act Amendments of 1997." Washington, DC, 7 January 1997. Welch, Tricia. Letter to Author Amy Cuthbertson. 22 March 2011.
...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.
The study by Burke and Sutherland (2004) was conducted to ascertain if experiences with disabled students determine a teachers’ attitude toward inclusion. The attitude of teachers involved in classes that include special needs students may determine the success or failure of any inclusion program. The teacher who will adapt the curriculum and his/her own teaching style to meet the needs of all students in the class, will have a better chance of utilizing techniques that create a successful inclusion environment.
Therefore, the writer believes that Inclusion is all about involving different range of learners including learners with SEN and without SEN in the Mainstream Education in order to participate together in the learning process, academic and social achievement. The writer also believes that children with SEN will be able to show more rapid progression in their learning if full support and services are given to them in successfully reaching their IEP goals.
Dixon, S. (2005). Inclusion - Not Segregation or Integration Is Where a Student with Special Needs Belonds. The Journal of Educational Thought, 33-53.
Inclusion in the classroom often sparks much controversy among people. It raises the question of whether or not students with disabilities should be fully included, partially included, or not included at all in mainstream schooling. Currently there is no clear consensus on a definition of inclusion (Heward, 2006). The different definitions tend to reflect the person's own opinions towards inclusion. Those who feel as if students should not be included in the classroom tend to focus on the negative aspects of inclusion, such as the challenges and hard work it requires. However, studies show that full inclusion has many benefits to the students, both those who are disabled and those who are not. Inclusion has shown to improve the student's social skills, encourage communication, spark laws and regulations, and improve the overall schooling experience. With a lot of time, effort, and patience, full inclusion can be done in the classroom, with its benefits outweighing the hard work that it requires.
Full Inclusion is sparking a huge debate in classrooms all across the United States. Many states are trying to make a giant leap into full inclusion classrooms. Full inclusion allows the dismantling of the special education classroom and moving all students with disabilities into general education courses at schools. For many students, special education classrooms offer something they can’t get anywhere else. Special education teachers and general education teachers believe full inclusion will cause more damage than success for lower functioning students. Yes, inclusion can be great in some settings, but instead of academic inclusion, schools should focus on social inclusion of students with disabilities. Full inclusion limits
Stout, Katie S.(2001, November 5). Special education inclusion. Wisconsin Education Association Council.Retrieved November 28, 2002, from http://www.weac.org/resource/june96/speced.htm
The 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 the same article entitled, Inclusion: The Pros and Cons, the term inclusion is defined as the physical placement of students with disabilities in classrooms with their peers without disabilities (1995). Through research and practice, there have been pros and cons discussed for this subject in special and general education.
Every year there are changes made about a child’s education, in the attempt to provide the best education possible for children. In recent years, the education of students with disabilities, who were previously not educated in the regular school system, has been publicly debated. The idea of inclusion, or mainstreaming has received a great deal of support. Although there is the need to adapt programs and sometimes classroom environments for the child with special needs, there are many benefits for all that are included in this situation.
Since these students with learning disabilities have difficulty learning the same way that average students do, the teacher must find a way to teach both effectively, but not to lead ahead of the disabled or fall behind with the average student. Due to these challenges, the question of inclusion has been made noted in the public’s eye and the school systems attention. According to the article “Education, Inclusion and Individual Differences: Recognizing and Resolving Dilemmas”, Low (1997) makes a point in saying there are three different titles of inclusion. Hard inclusion is everything is being taking care of as part of the “social arrangements”, and this is typically includ...
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.
Looking at inclusion in education, the main aspect to look at is the question, "What is inclusion?" Inclusion secures opportunities for students with disabilities to learn alongside their non-disabled peers in general education classrooms. For decades, the argument about whether or not there should be inclusion in education has not come to an end. Some may say that inclusion gives disabled children the chance to interact socially with normal kids. However, that is not true. Understanding the issues and ramifications such as tolerance, behavior, the academic gap, and teacher 's experience prior to undertaking such a restructuring effort is essential.
Most educational discussions on inclusion concentrate on curriculum, attitudes and teaching strategies. Inclusion goes beyond that. It can be part of the reformation of the educational system as a whole, where quality of education for all learners and not only learners with disabilities or special educational needs (Bagley and Verma, 2008). Inclusion can be viewed as part of a transformation by integrating disabled people and other marginalized groups in society as a whole. The rights of all children to belong, ...
Since many students with disabilities are not identified, it follows that they are casually integrated in regular classes (Miles, 1985). Integration refers to educating students with disabilities in propinquity to students in regular classrooms (Arbeiter & Hartley, 2002), while inclusion refers to students with disabilities becoming part of the general education classroom, receiving a necessary support, and being taught with effective strategies (Smith, Polloway, Patton, & Dowdy, 2004). Hence, inclusion and integration will be used interchangeably in this