Ethical Issues In Special Education Research

After viewing the videos of Samantha’s preschool inclusion and Peter’s classroom inclusion, I found that there are a few benefits of inclusion for children with special needs and their families. Inclusion classrooms can be very beneficial for children with special needs because it gives them a chance to be around typical developing peers to socialize with and learn from as well. In the video of Samantha’s situation, the typical developing children really enjoyed Samantha because despite her unique challenges, they were still able to play with her and they considered her to be a good friend. Another way inclusion classrooms are beneficial for special needs children is that, teachers of inclusion classrooms work closely with the family and team to develop the appropriate adaptations for children with special needs. When children with special

Many times, as we discussed in class, inclusion has been not implemented well in classrooms. In some cases, as conveyed by the teacher candidates who were at Al Raby, that there was a clear segregation among students with special needs and those who didn’t. In addition, in the book, it mentioned how sometimes the paraprofessional staff are the “teachers” for the special needs students while the actual teacher just teaches those without special needs. In both of these situations, inclusion is not being implemented correctly. As a future educator, my vision of an inclusive classroom would be to integrate the class where there is a reciprocal learning experience among students with and without special needs and also that both parties are mutually benefiting from inclusion. Structurally, I would create this inclusion by ensuring that there is an even distribution of those with and without special needs in the classroom. In other words, I would create clusters or groups of 4 students where there is at least one special needs student at each cluster. My hope is that those without special needs would be a student mentor and helper and to also learn about those who may be different from them. My hope is not to ostracize the students with special needs, but rather to help others understand that differences aren’t bad and that everybody has unique and special abilities and talents. I would also foster inclusion by allowing the paraprofessionals to not just help the students with special needs, but I, as a teacher to also give attention and support for those with special

My response to this DQ is a situation that actually happened at the school I work at. At that time our district used a Co-op to provide Special education services such as speech, physical, and occupational services. After the speech pathologist we had for years moved out of state, a replacement was hired to take her case load. In the classroom I worked in at the time only had one student in need of a speech pathologist, but there were other students in the building she would see also. After a few week we noticed the speech pathologist was not coming to work with our student. The teacher emailed her and was told she had been in meetings and would see us soon. After about two more weeks of not showing up, it was questioned again and the principal looked into it.

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.

For example, they claim that inclusion can often harm students with special needs by placing too much pressure on them to conform to standards that are high above them. Parents and teachers alike are worried that the child will drown in an environment that is too intense for the student. Additionally, teachers fear that focusing on the LD student will inhibit the other students from learning properly. This is why a series of informative workshops is necessary. Teachers should be assured that a student with disabilities will only be placed in a classroom environment that is appropriate and manageable, and that they will receive the additional classroom support that they need so the inclusion won’t have a negative impact on them or the other students. As Mrs. Beningson states, inclusion doesn’t harm the stronger students. Rather, it provides an opportunity for a relationship with mutual benefits: a stronger student can assist a weaker student, giving them both an opportunity to learn from each other and forge a personal friendship. Furthermore, inclusion provides a better opportunity for the special needs student to learn proper social skills and academic skills, such as organization, transitioning, and critical thinking

Inclusion in education is the act of including children with special needs into general education classes. Students learn side by side in the same classroom with the support of a team of professionals vested in the success of these

Inclusion in education is an approach to educating students with special needs. Under the inclusion model, students with special needs spend most or all of their time with non-disabled students. Implementation of these practices varies.

Inclusion is a viewpoint that brings different students, whether able or disabled to create schools and other social institutions based on acceptance, belonging and community. In any classroom there are different kinds of children, but you may not be able to notice the differences among them from just looking at them. In almost every classroom they should be at least one child that needs special services that is not given in the classroom. There is no one law that forces classrooms to be inclusive, but when the Americans with Disabilities Act was passed in 1990 it made it illegal for any facility to deny any person or persons admittance into a facility because they had a disability. Advocacy for Inclusion believes that children who have

I strive to work in a community that is devoted to fostering the development of the whole child. As an educator and diversity coordinator in a private institution we often struggle with accurately understanding what that looks like for students with special needs. There must be varying levels of support for children with special needs in a mainstream program. When I become the Principal, it will be my role to ensure we develop a school wide philosophy that can help provide a safe and secure environment for all special need students. As a mainstream school, we embrace the idea of inclusion.

Inclusion is a program that has been in effect for many years, yet has not become standard procedure in all public schools. The program ?inclusion as the name implies, means all students with disabilities, regardless of the nature or severity of the disability and need for special services, receive their total education within the regular education classroom? (Haller 167). Inclusion is an involved program that has taken time to establish in the most beneficial manner, however the Individuals with Disabilities Education Act (IDEA) has helped in the formation of the program (Haller 54). ?The Education of all Handicapped children Act mandated that all school-age children with disabilities receive a free appropriate education in the least restrictive environment? (Haller 54). This means that the education program would cease to pull children out of the classroom for resource instruction. The idea of the

All parents want the best for their child. For parents with special need children they know it will be hard for their child to get what they need to succeed, but that won't stop parents that are dedicated to making sure society accepts their child. Parents think inclusion is important for their child because its give their child a chance to live the life they deserve. Being ignored and closed off from society damages their social and physical parts of development. Inclusion helps special needs children and regular children accept and understand eachother.

Inclusion is the act of placing students with disabilities into the general education classroom. Students are given the tools, time, and resources necessary to actively participate in all aspects of the general education classroom. Inclusion is not just adding a student with disabilities into the classroom, but genuinely including them as valued members of the classroom. Inclusion is not an easy system to put into practice because it requires a great deal of teamwork and cooperation between teachers, administrators, and parents. Positive Inclusion programs closely supervise the social and academic progress to ensure the students are thriving. When inclusion is done correctly, the teacher finds a way to meet the student’s needs in a way that is natural and unobtrusive. The resources and supports in an inclusion classroom benefit all students, not just the students with disabilities.

Inclusion refers to the feeling of belonging. Teacher, families, and the community should include all children with disabilities so they feel welcome in our society. The key of using inclusion is to build a relationship between the program, and the child, and the family so children start learning how to integrate into the society. (Allen, 2015)

Inclusion can be defined as the act of being present at regular education classes with the support and services needed to successfully achieve educational goals. Inclusion in the scholastic environment benefits both the disabled student and the non-disabled student in obtaining better life skills. By including all students as much as possible in general or regular education classes all students can learn to work cooperatively, learn to work with different kinds of people, and learn how to help people in tasks. “As Stainback, Stainback, East, and Sapon-Shevin (1994) have noted, ‘...the goal of inclusion in schools is to create a world in which all people are knowledgeable about and supportive of all other

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