Inclusion in Schools

1311 Words Jul 12th, 2018 6 Pages
Schools in today’s society are rapidly changing and growing striving to implement the best practices in their schools. Nonetheless, before a school can implement a program in their school they need reliable evidence that the new program will work. A new program that schools are aiming to implement is inclusion in the classroom because the benefits inclusion could bring. An inclusion program means that the student spends all or most of their school time in the general education classroom rather than a self-contained classroom. However, the students will still receive the support and interventions they would have received in a self-contained classroom. There are different types of inclusive classrooms where different types of teaching occur. …show more content…
They also showed little to no concern about the implementation of inclusion in their schools. The post-test showed that there was still a strong acceptance of inclusion in the classroom but the concerns of implementing inclusion did rise because they saw it was not easy to implement. Although there were no significant differences in the results, there was a change and this is relevant for the implementation of inclusion (Forlin & Chambers 2011).
A shared partnership between the special and general educator contributes to the success of inclusion because there is more focus on the student. There are different types of cooperative teaching in inclusion that follow the collaborative model of teaching and one focus type of teaching is co-teaching with a general education teacher and a special education teacher. Planning time when in a collaborative model is important because it is an essential part of inclusion (Solis, Vaughn, Swanson, & McCulley 2012). Inclusion can only be successful if the planning time is utilized efficiently and cooperatively that all the students are being helped in the most useful way. Also with collaborative teaching all student with an IEP are being helped by two teachers who have different ways of teaching and could give different ideas for interventions (Solis 2012). A study followed an elementary and middle school for two years that implemented inclusion and co-teaching into their curriculum
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