Inclusion In Education

Thesis statement “Inclusion Helps Special Needs Students by Allowing Them to Develop Interactional Skills Because of the Exposure to a Social Environment.” Inclusion in education is an approach to educate students with special needs in regular classrooms, rejecting the need of special schools. The aim of this paper will be to demonstrate that inclusion of special needs students in regular classrooms helps them not only by developing interactional skills but also by allowing them to grow in a more desirable way in school. However, inclusion is not completely beneficial. One must consider that special needs is an umbrella of several necessities that demand different approaches.

This research paper gives a summer of five scholarly journal articles regarding the benefits and challenges of self-contained, inclusion, and resource room placement settings for individuals with mild to moderate disabilities. Greer vs. Rome City School District (11th Circuit Court, 1992) Specially, the courtroom stated: earlier than the school district may conclude that a handicapped baby will have to be proficient outside of the average school room it ought to keep in mind whether supplemental aids and services would permit adequate education in the general study room. The district only gave the family three options for the child.

It has been proven that when we use inclusion in the classroom, children have better communication skills, higher academic achievement, wider social networks and fewer behavior problems. Therefore; as educators, we should come together and advocate for inclusion to make it a nationwide

According to UNESCO, inclusive education is a process of addressing and responding to the diverse needs of all children by increasing participation in learning and reducing exclusion within and from education (Nguyet and Ha 2010). Inclusive education is a process of increasing the presence, participation and achievement of all learners (Booth and Ainscow 2002). The process involves mainstreaming children with special educational needs into regular classroom settings, allowing them to learn side by side with their peers without disabilities. Inclusive education implies that children with special educational needs have to attend mainstream schools they would have attended if they did not have a disability. Mainstreaming children with special needs education has a positive impact on both social and academic learning for children with and without special needs (Farrell 2000).

Three laws that have shaped and resolved the rights and services available to the students with disabilities will be discussed in this section. Section 504 of Rehabilitation Act of 1973, the Individuals with Disabilities Act( IDEA )and The Americans Disabilities Act( ADA). The IDEA is the major federal statute providing educational rights to students with disabilities. Even so, two other statutes, Section 504 of the rehabilitation Act and ADA which was modified recently (ADA,2006,2008), also have implication for the disciplinary process when it involves students with disabilities ( Russo & Osborne, 2009). Section 504 of the Rehabilitation Act is the first federal civil rights law protecting the rights of persons with disabilities.

Section 504 of the Rehabilitation Act of 1973 prohibits discrimination on the basis of disability by schools that receive federal financial assistance. Every year, the school district must identify students with disabilities within their district. Public schools have a responsibility in providing free and appropriate education to students with disabilities in the school district’s regardless of the severity or nature of the disability. Education is intended to ensure the needs of a student with disabilities are met just as the needs of a student without disabilities.

Understanding the history of special education and its impact on individual lives provides educators and families with a positive perspective on student’s academic and social achievement. Special education services were almost non-existent and with the passage of Public Law 94-142 everything changed. As the law continues to evolve, the rules and regulations become more prevalent. Handicapped and disabled students educational careers can now include reading, language arts, math, live skills training, vocational readiness, and various work training programs. Society has significantly become more understanding and aware of people with disabilities since the establishment of Public Law 94-142.

Full inclusion leaves students with disabilities with low self-concept and self-esteem. Various students undertaking special education have claimed that life in full inclusion classrooms is characterized by frustration, fear, isolation, and ridicule. Inside regular classrooms, disabled students are exposed to activities that their peers can do easily, but they cannot. Subsequently, they are overwhelmed, subjected to depression, and in the end they feel

Why is it important that students with disabilities have access to the general education curriculum? What are some ways to help these students to access the general education curriculum? If students are limited to only a resource room for their educational experience they run the risk of receiving a narrowed curriculum reduced to practice of individual skills. Exclusion from general education classrooms may also result in lowered expectations because students are not exposed to peers with skills that they are working towards learning.

Henry Ford once said, “Coming together is a beginning; keeping together is progress. Working together is success” (Brainy Quote). From here, the concept of inclusive education, including students with and without learning disabilities as peers in the same classroom, originated. The aim of this type of education is to get students with learning disabilities involved in the society. Teachers and fellow students will also provide help for students with disabilities; in this way, students with learning disabilities will be motivated to study as they feel that they are a part of a group instead of being isolated in special places.

Gaining more self-determination will help the child play a major part in their learning and this should be heavily support, also helping the child to build relationships with other adults. Inclusion, this is accomplished through children taking part in a different variety of activities in social and sports within the community. Encouraging the children to become part of the community. Participation is a key factor of inclusion, children learning a different number of activities with a different variety of people, i.e. other children, teachers, an employee or trainee, this is encouraged within the idea of inclusion.

What is inclusion? Inclusion is a process of ‘narrowing the gap between learners with and without special educational needs’1. ‘Lessons should be planned to ensure that there are no barriers to every child achieving’2. Inclusion is ensuring that all pupils have equal opportunities, are welcomed and valued in our school community. Our ethos at Friendlydale Academy is to value every child as an individual and acknowledge that every child’s needs are special.

While reading Ro Vargo one will be able to learn about the positive and negatives of the world around them of what inclusion is for the children that have a disability. In Ro’s story one will see how resilience and risk are discussed as Ro grows. Next, is humanistic model is discussed, researched, and the impact that the value of inclusion has on a student’s life, as well as all students deserving the best education possible. There has been five article researched on the topic of inclusion and they are presented in this paper.

The change from an institutional setting to a more community based setting shows a change in the attitude and believe about individuals with disabilities. Since their emancipation from institutions more than 40 years ago, the rights of persons with intellectual disabilities to participate in society have been increased with opportunities for full inclusion. The concept of inclusion encompasses both acceptance and respect. Children and adults are at risk of experiencing social exclusion and discrimination associated with their disability. While physical inclusion through accessibility change occurs, there is a lack of “feeling” a part of the community, which has some individuals with disabilities calling to action the need for social emotional inclusion.

Every child can learn and every child must learn with inclusive pedagogy through accessibility of education. If it is not, I am determine to make it become accessible by any means small or large.