Educational Achievement Of Students With Disabilities

A stereotype that is often associated with special education is that its only for students with a severe disability. Special Education is for all disabled children no matter how severe or the need for the special education services. This stereotype often leads faculty and others to misclassify or inappropriately place students in a special education program. Another stereotype is that special education can only be performed in a “special” classroom with other students with a disability. Being placed in special education doesn’t mean that the student needs to be restricted from the other students without a disability. Children with a disability should be educated in general education classrooms with typical peers as much as possible. As teachers,

Another upside of Inclusion would be the development of friendships. If disabled children were in separated classroom, or schools, they would not have a wide variety of peers to bond with. In inclusive classrooms, children with disabilities can learn from children without disabilities, or vice versa. They will have more opportunities to open up and accept each other and learn to appreciate diversity. With these benefits, there are also downfalls. Inclusion can cause, not only for the non-disabled children to fail, but also for the disabled. For instance, some students who are disabled need extra help, but “…it can be difficult for a teacher to provide these accommodations without distracting the rest of the students” (Jessica Cook). Students with special needs will need extra attention, and while the teacher is helping the special needs student, he will be neglecting the other non-special needs students that also need help. Even the other way around, the teacher would help the non-special needs students, and would start neglecting the special needs students. This could possibly cause students to slowly, or maybe even drastically, start failing. Another example would be that regular teachers are not as “…fully trained as a special education teacher when it comes to providing for the educational, behavioral and physical needs of students with special needs” (Jessica Cook). Some people may say that they can always pair a regular teacher with another

In some general classrooms, teachers tend to give more time and attention to children with disabilities, leaving general education students who may be struggling with little to no help. Socialization is another whole ballpark, inclusion could lead to children developing negative attitudes about peers with disabilities, especially if they feel they are receiving more attention from the teacher and other students in the classroom. Teachers of general education classes may have a fear of teaching students with disabilities. They feel they do not know them well enough and that they will make a mistake. This can then in return allow the teacher to push the student with a disability away and not give them the best education piece they can. These teachers feel like they should not have to change their classroom for a student that is coming to them. It also shows that these teachers are not trained properly in special education.

Inclusion is the act of having students with disabilities and abled body students in the same classroom. In concept this has many benefits not only for the students but it also saves time and money for the school, however in practice I do not think inclusion works the way it was hoped to. Inclusion in theory will put light strain on the classroom because of safe guards such as helper teachers are in place to help out. In my experience these teachers are in the way most of the time when students are trying to learn, and students feel cheated when the special needs students are handed a supplemented test making the students feel bad. Lastly that the pros of inclusion in the classroom are set in perfect conditions with good teachers on both sides special education and general education, however most of the time that is not the case.

Students with special needs need deserve the same education general education students are presented with. The philosophy of “ Disability Inclusion” concentrates on creating a safe, loving, and effective learning environment for students who suffer from physical, learning, and behavioral disabilities. When a student with disabilities is placed in the same environment as a non-disabled student, the results show wonderful improvement. When we are able to discover the strength of the student we are able to see just how much the student can improve in an inclusion classroom. Disability Inclusion not only sets a new beginning for an equal education of special education students, but it allows for more interaction with the child, and a more hands-on assessment.

Inclusion, in the world of education, is an approach or teaching strategy that focuses on including students with disabilities in the general education setting. The goal of inclusion is to educate students who may struggle with a variety of disabilities. The views on inclusion differ. Some educators are very receptive to the ideals of inclusion and all that it in tells. “The teachers (a) had favorable views of the concept of inclusion; (b) differed in their efficacy in achieving successful inclusion, and (c) faced challenges in their inclusive practices” (Hodge, Ammah, Casebolt, LaMaster, Hersman, Samalot-Rivera, & Sato 2009, 402). Some educators believe that it takes away from student learning for the non-disabled student. Jana Kratochvílová states: teacher have to address the fundamental question: how to most effectively organize the learning process for a diverse community of pupils within the class and therefore he needs to think through the possibilities of internal differentiation in the organizational aspect” (Kratochvílová 2015, 640). It is true, not all students with disabilities can be included in a general education classroom successfully. The student’s placement may require reevaluation in order to help provide the student with the best opportunity to succeed. Reevaluating the staff and their level of understanding and education concerning inclusion may increase the changes for a student to be successful. The staff should not

When asking the question, is the inclusive classroom model working, the answer is yes. Inclusion is the right direction to go; however, the model that is in place is not the most effective for education. The Education Law for All Handicapped Children Act of 1975 mandate that schools provide free public education to all students with disabilities. The Individuals with Disabilities Education Act of 1990 ended the idea that a free public education meant segregating students with special needs in separate classrooms or wings of the school, and thus began the “inclusive classroom” movement. What does the law actually mean in regards to “inclusion”? All learners between the ages of 3 to 21 with handicaps, defined as students with hearing impairment, visual impaired, physically disabled, emotionally disturbed, or having special learning disabilities, will be provided a free public education. Furthermore, each of these students will have in place an Individualized Educational Plan where the educator and parent decide on the least restrictive environment possible (which in most cases is the regular classroom) as well as set educational, behavioral, or social-emotional goals for the student.

Full inclusion classrooms hinder the disabled students’ abilities by making the students feel isolated, causing lower grades, and lacking the proper help the students need to succeed. These disadvantages and the support used proves that the segregated classroom allow the special needs students to focus and the general students to not be distracted as well. With the students undivided attention, the students’, in excluded classrooms, grades improve greatly. As more people know about full inclusion, there is more of a chance to keep it out of school systems everywhere.

Inclusion in classrooms can further benefit the communication skills and sense of community among students with and without disabilities. “Children that learn together, learn to live together” (Bronson, 1999). For students with special needs, inclusive classrooms provide them with a sense of self-belonging. The classrooms provide diverse environments with which the students will evolve feelings of being a member of a diverse community (Bronson, 1999). For students without disabilities, they learn to develop appreciation of the diversity. The classrooms provide many opportunities for the students to experience diversity and realize that everyone has different abilities that are unique and acceptable. From this realization, the students will learn to be respectful for others with different characteristics (Bronson, 1999). Inclusion in classrooms is beneficial to all students’ individual and community growth.

In my opinion the education departments are not doing enough to encourage schools and explain to the teachers the benefits of inclusion to both the children with disabilities and the rest of the students (Ashman & Elkins, 2009). Children are our future and it is important that through inclusion they learn to understand that differences make us who we are. I think it also further teachers the message to booth the children and the rest of the community that of social justice which says just because your different doesn’t mean you don’t deserve fair treatment (Ashman & Elkins, 2009).

Many 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.

Separate special education provides no guarantee of success for children who need special attention. Students with special needs may fail to conform to the expectations of school and society, (Carter, Lewis, & Wheeler 2017) Inclusion may present issues for teachers that do not possess the skills to make it work. Teachers must collaborate with a team of professional to plan and implement instruction for students in an inclusive environment. Students without disabilities could begin to see the students with disabilities as a distraction in the class depending on the needs of the student with disabilities.

Behavioral principles have long been employed to achieve educational progress with children who have intellectual disabilities (Drew & Hardman, 2007). An issue of substantial concern is behaviors that may be self-injurious or dangerous to those surrounding the individual. In order to prevent occurrences of inappropriate behavior, family members and the educational staff must put effective interventions into place. These behavior procedures include the use of punishment and aversive consequences, and are sometimes put forth by professionals to change inappropriate behavior (Drew & Hardman, 2007). However, controversy exists over the social and ethical issues involved with the implementation of aversive procedures, especially when working with young children.

Over the past twenty years, there has been a strong movement within schools around the United States to integrate students with disabilities in to general education classrooms. Schools have been making more efforts to increase educational opportunities for students with disabilities, and while there are many benefits to inclusion, there are also many challenges. Inclusion of special education students in a regular education classroom continues to be the center of debate amongst administrators and teachers. Everyone has their own ideas and attitudes towards inclusion, and research studies have revealed that there are many things that contribute to those positive or negative attitudes.

Uniquely, in inclusive classrooms, students with special needs have access to the mainstream curriculum, thus giving them more opportunities for academic growth. (Is Integrating Children with special needs in mainstream classrooms beneficial?) Students with disabilities do better when in a setting where expectations are higher and more is asked of them. The students will flourish academically because in regular