The Importance Of Inclusion In Schools

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.

In 1993 a woman by the name of Dee Begg filed a lawsuit against the school district office of Baltimore County, Maryland. She wanted her son Sean, a developmentally challenged eight-year-old boy suffering from Trisomy 21, also known as Down syndrome, to be able to attend a public school with normal children. Down Syndrome is a genetic condition in which a person is born with forty-seven chromosomes instead of the usual forty-six causing both physical and mental handicaps. Children suffering from Down syndrome will often have a smaller than usual and abnormally shaped head. An abnormally large forehead, with their eyes slanting upward, small ears and mouth are just a few of the telltale signs. Children suffering from this disorder

The follow assessment will have a brief description of the importance of inclusion and inclusive practices in work with children and young people. And it also contains an exploration of how our own attitudes, values and behaviour may lead to that inclusive practice, how to challenge discrimination and how to promote some important anti-discriminatory and inclusive practices.

The more knowledge educators and administrators gain on the topic of inclusion, the greater benefit it is for all actors involved, teachers, administrators, students, parents and the community. Studying and exploring the many, different aspects of inclusion will provide the foundation to make educated and informed instruction. The goal being to assist teachers, administrators and parents to gain a good working knowledge of what inclusion means for a student with a disability. Along with knowledge about inclusion, studying inclusion will provide information about the different disabilities along with the characteristics and behaviors of each. Information on inclusion is imperative for teachers and administrators who teach students with disabilities in order to protect the rights of all involved.

The provisions of the Individuals with Disabilities Education Act will help me know how to properly incorporate students with disabilities into my general education classroom in multiple ways. In 2013, “more than 60 percent of students ages 6 through 21 served under IDEA were educated inside the regular class 80% or more of the day;” therefore it is essential that I understand how to positively and effectively include students with disabilities in my classroom (US Department of Education, 2015). IDEA helps me to understand how and why all children need to be included in the classroom. It helps me understand that all children are entitled to a free appropriate public education and that instruction should be delivered in the best way possible

How can you help ensure students with special needs are a part of the school culture/ community (that their voice is present)?

Inclusion has been a term stated several times in the past few years in the school system. However, do you really know what this word means and what inclusion looks like in a classroom? According to the book, The Inclusive Classroom, “The term inclusion has been used to describe the education of students with disabilities in general education settings” (Mastropieri, pg. 6). This term simply means it is the child ’s right to participate and the school’s responsibility to accept the child in the general education classroom.

Under IDEA’s legislation, all states receiving federal funding must provide all students with disabilities between the ages of 3-21 with access to an appropriate free public education; and, identify, locate and evaluate children labeled with disabilities. Furthermore, the federal funding is also to develop an Individualized Education Program (IEP) for

Over the years, Australian education and its school system has been reformed to become more inclusive in order to accommodate all children of all backgrounds and abilities (Slee, 2006). According to Pearce, Gray and Campbell-Evans (2009) the broadest definition of inclusion can be explained as an acknowledgement, acceptance and respect of all people, regardless of culture, language, beliefs, socio-economic background, and a plethora of other influences in life. Within a school context, an inclusive school must accommodate all children, whether they are physically or intellectually impaired, gifted, or come from a marginalised ethnic or cultural minority (UNESCO, 1994).

The Individuals with Disabilities Education Act (IDEA) mandates that all students with disabilities must receive a free and appropriate education. With appropriate education the federal law states that students with disabilities must receive an education equal to the education that receive all other students without disabilities, but with accommodations and modification that can help them to learn regardless their disability. With this purpose special education services are provided and as part of these services students with disabilities must have an individualized education program (IEP) that states annual goals in the education of the student in accordance with his or her academic level with the consideration of the disability. In the other

What are your thoughts on the inclusion of students with disabilities in regular education classrooms? The inclusion of students with disabilities in a traditional education classroom has been a subject of controversy for many years. Often times it is at the center of discussion amongst administrators, teachers, and parents. Inclusion is a philosophy and is meant to create settings where all students in a K-12 school and classroom are a full part of the learning community regardless of their strengths or weaknesses. Those who support inclusion believe that the child always should begin in a traditional educational environment and be removed only when appropriate services can’t be provided in the regular classroom. Full inclusion means all students,

Inclusion has been a major topic between educators and parents of special needs children for years. Many believe that it would a good idea to educate general education children in the same classroom along with special needs children, including those with multiple disabilities. And then there are many that believe special education and general education can actually can be accomplished in one classroom along with one general education teacher and one special education teacher working together , teaching the same curriculum to a full inclusive classroom. Having a classroom like this for children with special needs would be a huge a disadvantage for them because they could miss out on, one on- one- care, physical therapy,occupational therapy

The Individuals With Disabilities Education Act (IDEA), as amended in 2004, does not require inclusion. Instead, the law requires that children with disabilities be educated in the "least restrictive environment appropriate” to meet their “unique needs.” And the IDEA contemplates that the "least restrictive environment" analysis will begin with placement the regular education classroom.

Inclusive classrooms attempt to recognize and respond to the numerous sorts of differences that children take to the classroom. In conventional classrooms, these distinctions may prompt children being demoted to varied reading or math groups, or being distinguished as learning disabled or gifted. In the current educational atmosphere, educators need support as they attempt to meet all children 's individual needs while as yet keeping up elevated expectations and an interconnected classroom group. Inclusion does not just mean the position of students with disabilities general education classes. This methodology must fuse principal change in the way a school group backings and locations the individual needs of every child.

In this essay, I am going to address why the inclusion of children with behaviour, emotional and social difficulties (BESD) into mainstream education is so important. I will also outline what provisions and procedures I believe schools should have in place to ensure inclusion is seen as a set of practices rather than a completely unattainable ideal. In 2013 ‘53.0% of pupils with statements of SEN were attending mainstream schools (nursery, primary, secondary, academies, city technology colleges), compared to 53.7% in 2012’) (Ofsted 1-14), and with the increase of pupils classified as having BESD the need for an inclusive provision is essential. There are many different views of what ‘inclusion’ means and what constitutes as an ‘inclusive