Experiencing Warm Hospitality And Working With Ms. Jackson Essay

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.

In elementary school, my classroom had students with and without disabilities, and we all shared the same space while working towards a common goal, but over time this diverse community diminished. This phenomenon of tracking and hierarchy of opportunity in education that I notice today is also responsible for creating an environment in which secondary special education is often a segregated locale, physically and socially removed from mainstream public schooling. I've witnessed Syracuse University push against this norm and challenge these boundaries time and time again, and I feel that before entering my own my classroom I want to address these issues of homogeneity and continue to build my tool box of inclusionary practices that extend past my current

According to the latest figures available from Data Accountability Center, U.S. Department of Education, 2,415,564 students were identified as having a Specific Learning Disability in the Fall of 2010 (“Full Inclusion”). With the severity of the number of individuals with disabilities in the school system, the controversy of the best way to support them arises. One of the solutions of this controversy is the issue of full inclusion. Those opposed to the idea of full inclusion fear that the approach may impede on the children without disabilities and put a strain on the students with disabilities. The major stakeholders against full inclusion also fear that the process will negatively affect the teachers, as well as, the atmosphere of the classrooms. Many of these parties and individuals are not fully against inclusion all together, but do not support the idea of full inclusion.

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

The inclusion movement consists of placing students with disabilities into general education classrooms and settings (Lesson 1: Presentation (Transcript)). Through this movement students with disabilities are given opportunities to spend time with peers that are not disabled in hopes that the social

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

The teacher can encourage this inclusion by teaching the students, parents, and other community members about negative stereotypical attitudes about students with disabilities by avoiding negative words, such as “disabled”, or “crippled”, or “handicapped” and to promote positive ideas about disabilities into class work, the student’s play time and other activities. To further ensure that the classroom is promoting equality for the child with the disability, the teacher should incorporate an inclusive curriculum mindset, by adapting the lessons, learning materials and classroom to suit the needs of all the different types of learners including the child with the disability within the classroom.

The more knowledge educators and administrators gain on the topic of inclusion, the greater benefit it is for all actors involved, teachers, administrators, students, parents and the community. Studying and exploring the many, different aspects of inclusion will provide the foundation to make educated and informed instruction. The goal being to assist teachers, administrators and parents to gain a good working knowledge of what inclusion means for a student with a disability. Along with knowledge about inclusion, studying inclusion will provide information about the different disabilities along with the characteristics and behaviors of each. Information on inclusion is imperative for teachers and administrators who teach students with disabilities in order to protect the rights of all involved.

Carter and colleagues (2015) discussed why inclusion is important as well as ways to help benefit students with disabilities in inclusion classrooms. The authors discussed the jobs of paraprofessionals, as well as how peer support can go a long way in helping students, especially those with severe disabilities. By focusing on both academic and social skills, this plan will help students with disabilities learn how to socialize with fellow classmates and help them figure out about their own preferred learning style.

Many people have debated the effects of inclusion on the disabled students, as well as the non-disabled students. A number of studies over the years have reported the various benefits of inclusive education and the ongoing literature documenting successful inclusion practices is significant and growing. Advocates claim many benefits for the special education student. Special education students benefit academically and from daily interaction with general education students. A more diverse curriculum is likely to be offered in a general educational setting. In an inclusionary setting, special education students learn social skills and independence. They observe that all students have strengths and

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

In first being able to define inclusive education, it is necessary to understand the diversity of the student population. Disability comes in my varying forms and can be physical, sensory, intellectual, mental health and emotional, developmental, and non-visible (e.g. asthma). If disability was the only agent to consider in the diversity scenario things would be easier for teachers but there are a number of other classifications of students to consider: Gifted or talented; English as a second language (ESL); Indigenous students; and many other classifications which fall under the societal/family/personal heading (Ashman & Elkin, 2012).

Inclusive education has many definitions but effectively involves embracing human diversity and making everyone feel welcome and equal in an educational community. The complete engagement and participation of students together within a mainstream education environment is critical to success and requires recognising and upholding the rights of all people. Removing segregation of students with a disability would promote an inclusive environment and foster a culture of community within the classroom. Over many years I have seen the educational landscape within TAFE change from disabled students being put at the back corner of the class with a Class Support person to assist in attempt to not disrupt the rest of the class; to now being present at a location of their choosing with the Class Support person interacting with the whole class. Other examples of the necessity for mainstream education is placing students with physical disabilities at the front of the room near the door for easy access, however this does not go unnoticed by other students; and all students are now encouraged to select their own seats and make themselves comfortable wherever they choose. Wherever

My view of inclusion has become stronger since the beginning of this course. This course has helped me put into words, what I have been feeling for quite a while. The idea and the concept of inclusion was identified and defined. It has helped me realize that inclusion is a lifestyle that must be chosen by advocates of individuals with disabilities. Inclusion is not a privilege, but a right, to all individuals with disabilities. That right is not just in the classroom, but in society as well.