Inclusion 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.

However, public schools have become the punching bag for special education students as the growing percentage of these students has put a hardship on other students, educators, and school districts overall. There is no correct answer for solving the issue of social injustice for this group of students. Although, districts, families, and students can take the time to communicate and understand the plans that are in place to make all students feel welcome in a classroom. It all starts with one student motivation, and one educator that can see that motivation and act on

For the majority of educational history, students with disabilities are placed in segregated classrooms in order to protect them. However, recent controversy details the existence of increased negative impacts on classroom segregation. The importance of classroom inclusion falls under three main categories: mutual acceptance and equal treatment of students with disabilities in society, increased personality development in disabled students, and quicker development of crucial skills (Soponaru, Camelia, et al. 1). Overall, integrated classrooms appear to be effective, but many regular education teachers lack the qualifications to properly instruct integrated classrooms. Even though some regular education teachers are qualified to teach integrated classrooms, regular education teachers with integrated classrooms need to be more thoroughly educated about special needs to ensure an optimal learning environment for all students.

The inclusion of special educational needs (SEN) students into mainstream schools is a key issue across England. The Education for All Handicapped Children Act (Public Law 94-142) states that ‘all handicapped children [have] the right to a free appropriate public education.’ However, there has been much debate concerning which approaches have a more active influence on the efficacy of inclusion. This essay will aim to investigate how practical and successful inclusion techniques are within a community whilst underlying both the advantages and disadvantages that inclusion may generate.

How can you help ensure students with special needs are a part of the school culture/ community (that their voice is present)?

“The integration of children with disabilities in the same classroom with non-disabled youngsters has emerged as one of the most complex, important, and controversial practices in the field of education” (Tarver-Behring et. al, 1). Depending on the type of school, special needs students can be segregated from others and placed in their own learning based classroom. However, some argue that special needs students positively impact themselves and the others around them when being placed into the mainstream classroom setting. Special needs students should be placed in the traditional classroom setting because they positively impact students without disabilities, as well as

Inclusion has been one of the main focuses in the field of special education for the past two decades. Students with disabilities are being integrated in the general education classrooms at a steady pace. With the focus being on inclusion, educators are increasingly concerned with the social difficulties of students with disabilities (Lewis, Chard, & Scott, 1994). In any child’s life, it is important that they grow socially and academically. So, are disabled students in the

Inclusion has been a term stated several times in the past few years in the school system. However, do you really know what this word means and what inclusion looks like in a classroom? According to the book, The Inclusive Classroom, “The term inclusion has been used to describe the education of students with disabilities in general education settings” (Mastropieri, pg. 6). This term simply means it is the child ’s right to participate and the school’s responsibility to accept the child in the general education classroom.

Over (for) the past decade Inclusion in special education has been a controversial topic among administration, teachers, and parents. Inclusion represents the belief that students with disabilities should be integrated into the general education classroom whether or not they cannot meet traditional curriculum standards. The purpose of the study is to examine the potential advantages and disadvantages of inclusion of students with disabilities into the general education classroom. The hypothesis is that students with disabilities can benefit from inclusion. The implications is that those who favor inclusion believe that disabled students in the regular classroom will be more accepted by their peers, (develop new friendships)have balanced relationships, and gain more academic knowledge through small group and teacher instruction. This in turn, will result in continued higher achievement. The survey consisted of demographic information, 26 Likert scale items and one comment section. The surveys were disturbed to staff members, including special education and general education teachers in one elementary school. Results of the survey were tabulated with frequencies and percentages for each response reported.

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.

Inclusion is the practice of educating all students together. This means that students with and without disabilities can access the general education curriculum, classrooms and typical school activities together rather than the students with disabilities having to go to a separate setting for specialized instruction and supports. These students will receive specialized instruction and supports they need in the general education setting. The decision if a student with disabilities is going to be included in the general education class with specialized services provided in that classroom or if the student will be pulled out of the general education classroom so they can receive those services is decided by an individual education planning committee in the students IEP. “Although the IDEA does not define inclusion, section 1003.57., Florida Statutes defines inclusion as follows: A school district shall use the term ‘inclusion’ to mean that a student is receiving education in a general education regular class setting, reflecting natural proportions and age-appropriate heterogeneous groups in core academic and elective or special areas within the school community; a student with a disability is a valued member of the classroom and school community; the teachers and administrators support universal education and have knowledge and support available to enable them to effectively teach all children; and a teacher is provided to access to technical assistance in best practices, instructional methods, and supports tailored to the student’s needs based on current research.” (Florida Department of Education, 2016)Like general education classrooms without inclusion, there is a maximum number of students allowed in each class. Inclusive environments should match the ratio of students with disabilities to the students without disabilities within the population per classroom.

I do not believe inclusion benefits those with special needs and that it also negatively affects teachers and other students.

For years children with special needs were ushered off to separate classes and schools. Children with special needs have the right to attend classes with their same aged peers in the same classroom with support. Students with special needs deserve the same opportunities they would have if circumstances were different. Inclusion gives those students with special needs the chance to be part of the community; able to form relationships outside of the family unit. All students benefit from inclusion; students with disabilities develop social skills and develop friendships while non-disabled students learn tolerance and acceptance.

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.

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.