Inclusion In Education Term paper
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Inclusion in Education
Inclusion, the process of allowing all children the opportunity to fully participate in regular education classroom activities regardless of disability, race, or other characteristics is often fought in public schools. Inclusion is most commonly associated to the field of special education in United States. It involves providing a variety of activities and experiences so that all students can participate and be successful in the regular education classroom of their neighborhood school. Most educators use the terms mainstreaming or integration to refer to the placement of students with diverse characteristics into a shared educational setting. The term inclusion became widespread in the 1990 s and is often used in place of mainstreaming or integration. Inclusion is a more comprehensive term and emphasizes the addition of specially designed activities that engage all the students collectively.
The people that object to inclusive education feel that parents shouldn t have a role in their child s education. They also feel that you can t dump disabled children into regular classrooms to be educated with their peers. Inclusion does not mean providing special education services in separate or isolated places (e.g. Disabled children in a lone classroom on a hall where no other students are educated.). Inclusion is not ignoring children s individual needs. Inclusion does not mean jeopardizing students safety or well-being. It does not mean placing unreasonable demands on teachers or administrators. It doesn t mean ignoring parental concerns. Also it doesn t mean isolating students with disabilities in regular schools, and it doesn t mean placing students with disabilities in schools or classes that are not age appropriate. Inclusion does not mean requiring that students be ready and earn their way into regular classrooms based on cognitive or social skills.
Each school should be required to go through an Inclusion checklist, such as
Are children with disabilities in the classroom she/he would
attend if she/he did not have a disability? Are the individual
needs of the students with and without disabilities met with the
resources that each child needs? Does the school believe that all
children can benefit from friendships with each other? Do general
education and special education teachers and support staff work
together? Do administrators encourage general and special educators
and departments to work together? Are children with disabilities
included in all school activities (e.g. field trips, pep rallies)? Are
the support services for a child changed as her/his needs change?
Are parents of children with and without disabilities in the same
Parent Teacher Association or Organization (PTA/PTO)? Do children with disabilities get as much of the school curriculum as they can handle with changes made as necessary? Are children with disabilities included in as many as possible of the same testings and evaluations as students without disabilities? (1)
My analysis identifies two opposing trends, two waging factions inclusion versus exclusion. The dilemma is broader than schooling and education. Most post-industrialized societies have begun to come to terms with the fact of limited resources. The debate is between people who believe in exclusivity and those who believe in inclusion (egalitarian opportunity as the predominant value).
I believe that inclusive options will utilize the talents of people who would be discarded and written off in an exclusive situation. The outsiders (children with disabilities) will bring new perspectives and new talents to policy conundrums where we are in a rut and need fresh ideas.
The meaning of a policy of exclusion is revealed by a reliable senior...
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