Ld Should Be Restricted

Students with disabilities need to be physically, programmatically, and interactionally included in classroom activities that have been planned by a qualified teacher in conjunction with support staff as needed.

Throughout the ages, people with disabilities have been hidden away at homes or institutions and were often not educated. This was common practice and as such, when the education system was designed, children with disabilities were not even considered. Then, starting soon after the civil rights movement in the 50’s, a series of lawsuits was brought against school boards and the federal government took notice. Then the Education for all Handicapped Children Act of 1975 was passed and these children were finally allowed the education they deserved. As time went

In some general classrooms, teachers tend to give more time and attention to children with disabilities, leaving general education students who may be struggling with little to no help. Socialization is another whole ballpark, inclusion could lead to children developing negative attitudes about peers with disabilities, especially if they feel they are receiving more attention from the teacher and other students in the classroom. Teachers of general education classes may have a fear of teaching students with disabilities. They feel they do not know them well enough and that they will make a mistake. This can then in return allow the teacher to push the student with a disability away and not give them the best education piece they can. These teachers feel like they should not have to change their classroom for a student that is coming to them. It also shows that these teachers are not trained properly in special education.

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.

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.

In the essay, “Giving Students Room to Run” by Lorna Green, she discusses her past experience with having a “special” needs student in a general education class and the reason why she became a teacher. In today’s society, if you were diagnosed with a mental disability or autism, you will be placed in a separated classroom with other students with the same disability. I do not agree with mainstreaming “special children” because no two kids are the same. There are children that needs more attention in a classroom, that a normal student. Special education classes benefit the student with mental disability because they will be able to learn at their own pace without trying to keep up with the normal pace of general education classes. In the essay,

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.

As it stands now, the reasons against inclusions are numerous. One reason, according to former president of the Florida Education Association United teacher labor union Pat Tornillo (1994), is that “the disabled children are not getting appropriate, specialized attention and care, and the regular students' education is disrupted constantly.” A more modern example that demonstrates this is when, in the Autism is a World, Sue Rubin is in her history course at Whittier College and when her professor asks her if she knew the answer to his question, the professor had to wait a considerable amount of time to hear back from Sue since her autism disorder renders her essentially non-verbal and must use assistive technology to help her communicate. The

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.

One is that we inherently want to help those with disabilities with is typically done through policies, laws, and time (Hays & Erford, 2014). Also, our environment place a factor because in areas where there are funds and resources to help those with disabilities, the transitions and interactions between them and their nondisabled peers will go smoother. This includes the classroom where modifications and accommodations of all students needs to be consider, especially in Inclusion classes, which is discussed during the IEP meetings (Turnbull & Rutherford, 2005). Another factor is the severity of the disability, in which those with disabilities that are not visual and/or consist, peers might not be able to see the disability as a factor and treat the person as lazy and/or not

One of the most major questions for educational advocates as regards middle school Special Education students is whether and how much they are included in regular class. It is virtually impossible to tell if this policy should be adopted in general: “Current legislation supports the concept of including students with disabilities in the general education classroom but leaves many wondering, 'Is this approach working?' Determining the effectiveness of this practice is a task not easily accomplished. The term...is not found in any law and is used inconsistently..Inclusive programs differ greatly from district to district... [A]mount and nature of support provided to the regular classroom teacher differ dramatically from district to district” (Hines, 2001). In general, the primary justification for this reform approach is one of justice. Disability students should be in classes with their able-bodied peers: It's a form of de jure segregation based

In my opinion the education departments are not doing enough to encourage schools and explain to the teachers the benefits of inclusion to both the children with disabilities and the rest of the students (Ashman & Elkins, 2009). Children are our future and it is important that through inclusion they learn to understand that differences make us who we are. I think it also further teachers the message to booth the children and the rest of the community that of social justice which says just because your different doesn’t mean you don’t deserve fair treatment (Ashman & Elkins, 2009).

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.

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.

According to the Individuals with Disabilities Education Act, students with disabilities should be placed in a “least restrictive environment.” One of the main ideas of this act was to improve the learning experiences of students with disabilities by giving them learning opportunities outside of a special education classroom. The number of students with disabilities being placed in their general education classrooms is increasing more and more each year. The U.S Department of Education’s 27th annual report to Congress on the implementation of The Individuals with Disabilities Education Act (2005) indicates that the number of students with disabilities in general education classrooms has risen to almost 50 percent. This is about a 17 percent increase from the 1997 U.S