Inclusion Is Examined Through An Article Detailing The Life A Young Girl Name Ro Vargo

Within the confines of this paper, derived from an immensely valuable article, describing the impoverished young life of an 11-year-old girl named Dasani. A five-part article written in the New York Times turned out to be a masterpiece for learning, which published in 2013. Four different perspective theories were used to analyze young Dasani's personal life, Dasani's Homeless life, and Dasani's life in general. Furthermore, I will be assessing through, Fowler’s Stages of Faith Development, Control Theories, Behavior Settings Theories, and History, Social Structure, and Human Agency/Cultural Hegemony. Using the four different perspectives of theory afforded an exciting opportunity to attempt to understand her life from multiple angles a rather multifaceted approach. The process proves to be quite rewarding. Assuredly, many fresh perspectives were learned, with the paper this in-depth and broad scope allows the opportunity for a deeper learning experience. I learned, without a sound base in a young life that encompass, safety, food, shelter, and semi-functional parents, a child will have a difficult time getting a strong foothold in life. I learned this lesson from, in my opinion, the only way that will stick with you always, and will influence all decisions as well as thoughts. I lived it! Born into a mixed racial family that was devastated from no education. Abuse towards my brother James eight years old, my sister Felicia five years old and myself age of nine, was common to each day. Me being the

However, the negative aspects of inclusion have not proven a strong enough point in that the good, which comes from this experience, severely outweighs any doubt of its success. Inclusion of autistic children has shown to be beneficial due to the notion that these 'disabled kids' can attend 'normal' classes with their non-learning disabled peers. By allowing all kids to feel 'normal' we, as a society, stand a chance of making prejudice which we associate the disabled under, cease to exist.

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.

Child development is the genetic and internal changes that occur in children during early years. There are many internal and external factors that affect a child 's growth and development. The connection between a child’s environment and a child’s development are explored in Heather O 'Neill 's lullabies for little criminals where a child named Baby becomes a product of her environment. This is explored through the early death of Baby’s mother, her being raised by a young father and her father 's drug addiction. Baby’s bad decisions and choices come from a lack of guidance necessary for a child’s social growth and development.

“Disabling segregation” by Dan Habib solely focuses on inclusion within the classroom and the community. He, like most people, grew up in a society where those who have a disability were separated from those who are “normal”. Habib’s passion for inclusion did not occur until after the birth of his youngest son, Samuel. Samuel was born with cerebral palsy. After Samuel’s diagnosis, Habib wanted to do everything he could to make sure his son was included. In his speech, he talks about how inclusion in schools leads to higher marks on tests and assignments than classrooms that are separated. Habib stated that 56% of kids with disabilities spend their day in a separate classroom. He advocates for inclusion, not only for the sake of his son, but also for all children who are like Samuel and who may have never gotten the chance to succeed. Habib tells a story about a man who was very much like Samuel but was never lucky enough to be given the tools he needed for success. Due to the lack of resources, people in that man’s life held him to a much lower standard and he became resentful towards those who were not treating him like a real human being.

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

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.

This paper will examine the concepts of risk, protective factors, and resiliency. The paper will start with defining and elaborating on the concepts of risk and protective factors and examine how the latter promotes or hinders an individual’s capacity for resiliency. The paper will expound on the concepts of risk, protective factors and resiliency, by integrating the terms into the case study of Will Quinones. Lastly, the paper will conclude with strategies that can be used to promote resiliency in children that are deemed at- risk.

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.

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.

“The Science of Raising Courageous Kids” (Martin Brokenleg 2003), is a research based article that discusses the history of how children were viewed and treated by older civilizations and how the view has shifted to children as Brokenleg and Bockern (2003) stated, “sacred beings” and “gifts of the Gods” (p.22). Then, Brokenleg discusses what children need, act, feel, and who they are as a person- the main argument here. Children should be viewed as people of society; they are just in the learning stages of basic norms and human interaction. Lastly, the article discusses the importance of implementing these theories into the classroom in order to create courage kids.

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.

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.

One of the most controversial issues facing educators today is the topic of educating students with disabilities, specifically through the concept of inclusion. Inclusion is defined as having every student be a part of the classroom all working together no matter if the child has a learning disability or not (Farmer) (Inclusion: Where We’ve Been.., 2005, para. 5). The mentally retarded population has both a low IQ and the inability to perform everyday functions. Activities such as eating, dressing, walking, and in some cases, talking can be hopeless for a child with mental retardation.

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.