Self-Contained Classrooms Vs Inclusion Classroom

Students in resource rooms had greater access to the general education school environment through both their physical location and social opportunities. According to Jones and Hensley (2012), “students in resource rooms spent approximately 65% of their school day with typically developing peers in general education classes or activities” (p. 39). Conversely, self-contained students spent virtually their entire day isolated from the general student body at large (Jones & Hensley, 2012).

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.

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

While Reading the book, Lost at School, written by Ross W. Greene, one can appreciate the clear focus and overall direction for teaching different students with maladaptive behaviors. For teachers, those children present the greatest obstacle in education. A student’s mental health problems allude to the challenges in teaching. It’s hard enough to keep a large group of adolescents on task in the first place, let alone when there may be one or more children with maladaptive behaviors in a single class, who have a hard time regulating their focus levels like the typical student. The number of disruptive students has seemingly increased through the years. Now studies show that, “About 10 percent of the school population—9 to 13 million children—struggle with mental health problems. In a typical classroom of 20, chances are good that one or two students are dealing with serious psychosocial stressors relating to poverty, domestic violence, abuse and neglect, trauma, or a psychiatric disorder. These children represent the most challenging students in our classrooms today.” (Rappaport and Minahan) To combat those alarming statistics, Ross Greene’s informational book talks about how to improve a child’s behavior, while embracing the patience it takes to effectively communicate with such children.

This article offers strategies for teachers to use to help their most challenging students with behavioral issues. One of the authors is a child psychiatrist who works with at-risk children and the other is a behavior analyst and special educator. Their approach is based on the premise that educators can only control certain elements in the classroom and their own behavior when it comes to students with challenging behavior. The created the acronym FAIR:”F is for understanding the function of the behavior, A is for accommodations, I is for interaction strategies, and R is for responses” (2). The function of behavior can include escaping from something, obtaining a tangible thing, engaging in sensory activities, and getting attention. These functions are the benefits the student gets from the behavior. The escape motivated behavior happens when a student tries to avoid a “task, demand, situation, or person” (3). The tangible behavior occurs when the student wants to get objects like money or feed or something else they want. Sensory behavior happens when a student tries to get the attention of an adult or classmate. This can occur when the student is “bellergent, screaming, or continually interrupting the teacher” (3). Negative attention can reinforce attention-seeking behavior because it is better than nothing and the student may prefer it because it is more predictable than positive attention. Taking ABC

EBIs to reduce disruptive behavior and increase academic achievement can include trainings and implementation support at the school, class-wide, and individual student-level, and are often either academic or behavioral in nature. Overall, implementation of both universal (i.e. class-wide) and targeted (i.e. student-level) interventions have demonstrated positive impacts on decreasing disruptive behaviors and increasing student academic achievement (Flower, McKenna, Bunuan, Muething, & Vega, 2014; Vannest, Davis, Davis, Mason, & Burke, 2010).Ross, Romer, and Horner (2012) also found that teachers in schools implementing Positive Behavioral Interventions and Supports with high fidelity

Students with EBD are categorized by an inability to construct satisfactory relationship at home, school, improper behavior in normal circumstances, and or a persistent mood of unhappiness (Salmon, 2006). In school, students with EBD tend to act out, stay off task, and disobey rules. In a typical day students spent in school, 70% of that time spent working on independent tasks. During this time, students with EBT have problems with interacting and keep attention on tasks, as a result of the rate of such behaviors, teachers usually become frustrated when dealing with difficult situation (Salmon, 2006). Due to their frustration, teachers frequently deliver less instruction for those who are disturbing rather than helping them manage and

Emotional disturbance disorder can be broken into two categories internalized or externalized. A child primarily exhibits only one form of behavior, but on rare occasions display both. External behaviors are easily noticed by teachers because they may consist of acting aggressive, provoking peers, getting out of seat constantly and refusing to stay on task. Internal behaviors are much harder to recognize because they have good grades and very few discipline problems but the issue of attendance may be an issue (Davis, Young, Hardman, & Winters, 2011). The best solutions to prevent disruptions are to use preventative measure when possible. Parental approval for a functional behavior assessment (FBA) will allow for a licensed specialist in school psychology to evaluate what leads to the child’s behavior. This will allow for the LSSP to create preventative strategies and a behavior intervention plan (BIP) if necessary. Behavior modifications can benefit both teachers and parents; the use of positive reinforcement and incentives to encourage the child the use of less disruptive more socially acceptable behavior will lead to a less stressed environment. This can be accomplished if both parents and teachers collaborate with each other along with the professionals involved with the child (Fenell, 2013). Everyone working together will

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.

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.

Inclusion in classrooms is defined as combining students with disabilities and students without disabilities together in an educational environment. It provides all students with a better sense of belonging. They will enable friendships and evolve feelings of being a member of a diverse community (Bronson, 1999). Inclusion benefits students without disabilities by developing a sense of helping others and respecting other diverse people. By this, the students will build up an appreciation that everyone has unique yet wonderful abilities and personalities (Bronson, 1999). This will enhance their communication skills later in life. Inclusive classrooms provide students with disabilities a better education

The purpose of this research is to show the effects of inclusion in the class room. It will also show why there are different opinions weather inclusion is a positive thing or a negative thing. Additionally the study will show if different levels of inclusion help students with disabilities with general education classes, it will also touch on whether the attitudes of the student and or the teachers are affected for those who have inclusion as a part of the programs that are offered. Studies have shown that teachers have created documents to assess inclusion in the class room. There are lists of question to help schools, teachers and other educators have developed to measure the effects of inclusion in the class room. Other types of research have been done to measure the attitudes of kids that participate in extra-curricular activities. With inclusion it depends on how specific schools function and practices inclusion. The reason for a study about inclusion is to see to determine the degree of inclusion of students with disabilities in general education classes as well as see what the teacher’s attitudes are in several schools and the similarities and differences in how special education services are offered; and how students with disabilities are supported an environment that is not restrictive. In order to conduct the research, information obtained transcript data on

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.

Research indicates that schools continue to lack the resources to help students with emotional/behavioral disorders (EBD) become successful. Students with EBD tend to be the most time consuming in terms of school financial, programming, and staffing resources. Any strategy to help students with EBD must begin with helping professionals in schools continue to be the social change agents that are working towards positive change behaviors for the students. Helping professionals are the staff in schools providing direct services to the children with EBD. This may be in the form of counseling, behavior plan writing, family and community outreach, or response to intervention and crisis intervention (Agresta, 2004). The helping professionals in schools generally have undergone rigorous training in working with children, and they also tend to be the center of services, often working with administration, educational staff, community and family (Agresta, 2004).

While the presence of certain characteristics in children with behavioral disorders might sometimes seem discouraging but the bottom line is not to give up on any student in any case. Most of the times, children with behavioral and emotional problems might challenge a patience of teachers and cause temporary despair. In this situation, teachers require the support of others in supported students to succeed. The classroom is a learning community; therefore, it is very much significant to create a constructive atmosphere in the classroom. The successful behavior management in classroom can be improved by colleagues as well as by the family of the students. While considering the needs of students with behavioral and emotional problems, the paper aims to develop appropriate strategies for teaching students with behavioral disorders in the classroom.