Inclusion For Students With Learning Disabilities

The inclusion of children with learning disabilities into normal classrooms has proved to exhibit both positive and negative effects on children with and without disabilities.

The minutes and services are determined by many different factors. Such as, the students strengths, needs and the goals. Her definition for inclusion have expanded within the years. Nowadays, her perspective for inclusion is that all children deserve the best possible education regardless of their needs. In some years from now, she is hoping to see children with special needs to spend most of their educational days in the gen. ed classroom. Because the importance for children to be part of the society begins in the general education classroom. Ms. Adal also believes that, since NCLB happened, a lot of special education students have gain more benefits in school.

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.

Within the past decades and a big discussion has occurred regarding the most appropriate setting within which to provide education for students in special education. Although the change in the educational environment is significant for handicapped student the concepts of inclusion also bring up new issues for the regular education classroom teachers.

Think back to your experiences as a student. Picture yourself, your classmates, and your teachers. If you pictured a classroom full of normal children, you were like most children growing up about a decade ago. You see it was until recently that children with learning disabilities (LD) were allowed to join classes where they are least restricted. Restricted in what sense, you ask? For example, Emily can solve mathematical problems, is only slightly socially awkward, but struggles in reading. In previous years she would have been placed in a resource room with other children like her, students with LD. However, now Emily sits among general education students, and only receives extra assistance in the area she needs, reading.

Special Education Inclusion addresses the controversy of inclusion in education. It argues that inclusions controversy stems from its relation to educational and social values in addition to individual worth. Stout states the important questions that should always be asked when discussing inclusion. She gives us some arguments from advocates on both sides of the issue and everyone in between. She recognizes that inclusion has no simple answers. She merely intends to overview the concepts of inclusion and offers some recommendations to ensure the needs of all students are met. Her overview begins with definitions of common vocabulary, discusses laws governing inclusion, court decisions that have governed placement under IDEA

Do you think that students with mild or severe disabilities can be successful if they are in a general education classroom all the time? This paper is the summary of research done about the inclusion act. The inclusion act is that students with disabilities are in classes with their general education peers. There are many views on the positive and negative results of inclusion. This paper covers the view points of the research, the parent’s view, the student’s view, and the teacher’s view.

In 1975, Congress passed the “Handicapped Children Act” (Gibb & Dyches, 2016, p. 1). The Handicapped Children Act ensured that no matter what disability a child had, the child is entitled to appropriate and free public education. Later in 2004, the “Individuals with Disabilities Education Improvement Act (IDEA)”, restructured the Handicapped Children Act (Gibb & Dyches, 2016, p. 1). According to IDEA, special education is unique instructions that are specifically designed for individuals with special needs from 3 to 21 years old (Gibb & Dyches, 2016, p. 1).

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.

Many studies focused on how the services for special needs children contribute to their education. However, very few studies recognize the role of the society in their attitude towards success. This paper answers the following questions: 1) how education affect the disabled, 2) how to improve education outcomes for students with disabilities, 3) how can the society deal with the disabled students, and 3) how to identify special learning disabilities.

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.

The key to any successful school district is the administration. Teachers essentially provide structure, organization, and the background of a child’s future. To educate students with learning disabilities, it is essential that the staff has the training and resources needed for the appropriate people, place, and time (Lazarus) (What is Inclusion, 2001, n.p). It is unrealistic to expect that regular education teachers will always be aware of the latest research or be able to readily adapt the school's

Colleges and universities continue to face challenges integrating students with disabilities into the campus milieu, despite social, legislative, and technological policies designed to provide equal opportunities in higher education. Education about the rights and necessary supports to further inclusion of students with disabilities in campus programs and activities is key for student affairs practitioners. Over the past 25 years since the passage of the Americans with Disabilities Act of 1990, the number of students with disabilities enrolled in postsecondary education has more than doubled (National Center for Education Statistics [NCES], 2000; 2012) and about 11% of all students in postsecondary educational institutions in the U.S. are students who report having disabilities (NCES, 2012). Higher educational attainment is linked to increased likelihood of employment and higher incomes (U.S. Bureau of Labor Statistics, 2014); a higher level of education for people with disabilities improves the chances for them to sustain themselves financially with dignity and greater participation as citizens. The call to inclusion for academic institutions is to make programs and services accessible to all students, which may include making physical adjustments to facilities, providing accessible information technology, and incorporating the concept of universal design in programming and activities.

For thousands of years individuals with exceptionalities have been present in all parts of society across the world, especially those with physical or sensory characteristics. However, the way that these individuals have been viewed has changed dramatically. Originally these individuals were seen as ‘imbeciles,’ ‘worthless,’ and ‘a burden on society’ and were often shut away from ‘normal’ society or simply left to die or abandoned to institutions. Society has, however, created a positive change and started to exhibit a more humanitarian view and protective nature and developed a concern for the welfare of individuals with exceptionalities. The steadily changing view of society has paved the way to where today these individuals are now considered a part of an all-inclusive society where every citizen has value, merit and is capable of making a contribution to society.

Every child has the ability to learn, but the way a child learns and processes knowledge can be very different, especially for a child with special needs. (Mainstreaming Special Education in the Classroom) As a society we owe all children the chance to reach their full potential, thus we must set up an environment where this accessible. Integrated education unarguably allows the must vulnerable and excluded children this chance. According to Inclusiveschools.org, “Inclusion” does not simply mean placing students with physical or mental disability in general mainstream classrooms, but rather offers fundamental change to school community and how children learn altogether. Effective models of inclusive education according to various sources, is the right model of education for special needs students because it allows greater access to mainstream curriculum, preparation for integration in an inclusive society, and promotes a tolerant and inclusive society. (Full inclusion: Has its time arrived?, The Benefits of inclusive Education.)