Providing For Inclusion Essay

Inclusion is making sure everyone has an equal opportunity to participate. It is a process that involves identifying, understanding

Over time various definitions of social exclusion and inclusion have arisen in the lenses of sociological and policy derived viewpoints. These definitions have been translated throughout time to

Accordingly, on the subject of inclusion as discussed by Anna Kegler, she explains how the term inclusion sounds more like a welcoming term rather than an equal opportunity for everyone to participate in. Furthermore, Kegler articulates the idea about spaces being predominately owned by white people and how it poses

The communities that I have been a part of have helped me understand the importance of inclusion. From pre-k to third grade, I attended St. Matthew’s Parish School, a small Episcopalian private school in Pacific Palisades, California. As part of the school day, I attended chapel three days a week. I remember sitting in church services, my knees against the pew, listening to Reverend Barberia. Specifically, she preached to us about how to implement three key values each and every day. These values were: effort, kindness, and gratitude, which were ingrained in me on a daily basis.

History has shown that when pushing for more changes in curriculum models to include inclusion, the benefits are

The text states, “…an inclusive education is important for all students because everyone has difficulty fitting in at time and needs support (McLesky et al, p. 4).” Special education students are not the only students to benefit from this. All students are given equal opportunities to find their place within the classroom. Many of the same things we view as the pros of inclusion are viewed as cons. Our book states that there has been too much emphasis on providing students with disabilities access to general education classrooms so that they can receive the social benefits and too little emphasis on improving student academic successes (McLesky et al,

After reading the Worrell article, “How Secondary Schools Can Avoid the Seven Deadly School ‘Sins’ of Inclusion,” and looking back at my opinion of inclusion I would make a few additions to my definition. The article has some very important information about inclusion in it. Although, I feel that the article is a little dated it does have some strong points that can make a difference in the culture of inclusion.

Equal rights have always been a founding block of the United States Constitution. In the past 50 years Special Education has been increasing rapidly, as well as the idea of including these children in the general education classroom. The research done in recent decades has allowed teachers and other students to gain a better understanding of these children, and how to assist them in learning. Still after decades of inclusion being pushed by the federal government it is still a very controversial subject.

One of the present trends in the American education system is the shift towards fully inclusive classes for children characterized by special needs. The concept of inclusion is supposed to be grounded on the students’ rights as well as the social benefits that are acquired from their inclusion in a general learning classroom (Barr & Bracchitta, 2008). Inclusion in learning is viewed as the solution to the issue of offering the best education to children with unique needs such as autism. However, the concept is objected with the claim that the practice is based solely on the sensation of the inclusion as socially correct and not on the basis of any real benefit to the involved students (Barr & Bracchitta, 2008). Classrooms inclusions help in

Since the topic of inclusion is growing more and more everyday many different people from all around the world are stating their thought and opinions on whether this is a positive or negative idea.

Often the practice of inclusion, also known as nominal participation, fails to adequately engage minority groups in a way that is needed to tap their potential and enable them to successfully contribute in society. In some cases, inclusion serves more as a form of display rather than involvement. Former Associate Dean at Harvard College narrates this case “inclusion... has never sat well with me. Admittedly, I’ve felt excluded most of my life while ostensibly being included” (Gates, 2015). Despite the negative impacts, inclusion can produce positive results. These effects can be examined through Duflo et al.’s research on the reservation system in India.

Some teachers interviewed possessed at best a conceptual naivety or at worst were employing inclusion rhetoric to cloak exclusionary practices (Hodkinson 2010). One of the teachers did appear to operate inclusion easily. Evidence to support this argument is the comments; asked what is their understanding of inclusion they stated,

The notion of inclusion, or lack thereof, is an extremely prevalent issue in today’s society. I believe that the word inclusion primarily signifies the absence of segregation, racism and discrimination, especially of different cultures. There is an immense amount of segregation in all aspects of life, including education, jobs, income, property, health and other life chances in general as well. Many rich democratic countries have the resources to be able to eliminate several of these issues, and I believe that the most important thing that these countries can do is increase equal opportunities, especially within job fields and education, for people all over the world, and not only the country’s own citizens.

It is observable, though, that despite this ‘missionary zeal’ the implementation of inclusionary practices, within the English system, began slowly. Although some might argue that the last Conservative government, through the Code of Practice (DFE, 1994), encouraged children with special educational needs to ‘join fully with their peers in the curriculum and the life of the setting’ (p.11), others contended that: ‘the code only addressed ‘identification and standardisation’ in an attempt to end the vagueness of special educational needs, previously delivered through a postcode lottery of provision.’ (Clough, 1998. p.2)

To be included is a right for all people. It was once believed that developmentally disabled children could not learn. There was no responsibility taken by the government so parents of children with developmental disabilities had to advocate change in the government laws and policies so that their children with disabilities would have the same right to be educated as other school-aged children. The government had a slow acceptance, but funding eventually came to public schools and the belief that education should be available to all children including students with disabilities. However, students where place into segregation initially but in the 1980’s came inclusion.