The Importance Of Education In Education

Inclusion, in the world of education, is an approach or teaching strategy that focuses on including students with disabilities in the general education setting. The goal of inclusion is to educate students who may struggle with a variety of disabilities. The views on inclusion differ. Some educators are very receptive to the ideals of inclusion and all that it in tells. “The teachers (a) had favorable views of the concept of inclusion; (b) differed in their efficacy in achieving successful inclusion, and (c) faced challenges in their inclusive practices” (Hodge, Ammah, Casebolt, LaMaster, Hersman, Samalot-Rivera, & Sato 2009, 402). Some educators believe that it takes away from student learning for the non-disabled student. Jana Kratochvílová states: teacher have to address the fundamental question: how to most effectively organize the learning process for a diverse community of pupils within the class and therefore he needs to think through the possibilities of internal differentiation in the organizational aspect” (Kratochvílová 2015, 640). It is true, not all students with disabilities can be included in a general education classroom successfully. The student’s placement may require reevaluation in order to help provide the student with the best opportunity to succeed. Reevaluating the staff and their level of understanding and education concerning inclusion may increase the changes for a student to be successful. The staff should not

Inclusive classrooms are general education classroom in which students with and without disabilities learn together. It is essentially the opposite of an isolated special education classroom, where students with disabilities learn only with other students with disabilities. Inclusion represents the philosophy that students with disabilities should be integrated into regular education classrooms whether they can meet traditional curricular standards or not. This philosophy brings diverse students, families, educators, and community members together to create schools and other social institutions based on acceptance, belonging, and community.” The inclusive classroom model is a result of the Individuals with Disabilities Education Act and the No Child Left Behind Act. Both pieces of legislation set out to provide a general education classroom in which all students are able to learn. This paper will examine the pros and cons of the inclusive classroom model.

I believe that there are many benefits to inclusion but I have limited experience in this area so I can’t really judge how well it translates in the classroom. I think that

Are all children created equal? Are they all the same? Do they all need the same things? Can they all excel at the same pace? These and many more questions come up when we discuss the topic of inclusion. Inclusion is the term many educational professionals use to explain the integration of students with special needs into regular education classes. The terms mainstreaming, deinstitutionized, normalization, as well as the least restrictive environment all have been used to in the past to refer to inclusion. Is inclusion what is best for all students with disabilities? What steps need to be taken in order to achieve this goal?

What is inclusion? Inclusion is part of a much larger picture then just placement in regular class within school. It is being included in life and participating using one’s abilities in day-to-day activities as a member of the community (Colleen, F. Tomko). By providing the opportunity to children to learn and experience the sense of community that says, “Here everybody belongs, plays, and helps each other learn in her or his own time and way” (Derman-Sparks, Lousise, Julie Olsen, Edwards) as a result, it enables a child to feel nurtured, respected as an individual and thrive in that environment.

Inclusion is linked with attitudes of individuals with and without disabilities. It is seen as a relationship that requires the effort of everyone involved. The Position Statement on inclusion posted by the government is as follows: 1. All students, including those with disabilities, should start in regular education. It then becomes the school’s responsibility to justify why a particular student should be removed from regular education. 2. Most unique learning and physical needs can be met within regular education. 3. Many students with disabilities need support services to be successful in regular education. Exact support should be written in the IEP. 4. Many regular education teachers need support, and every effort should be made to provide supports like team teaching with a resource or other specialist, formal training, and regular consultation. 5. Regular education might not be appropriate placement. If this seems to be the case, the nature and amount of support the student and teacher are receiving should be reviewed and modified. 6. If regular education placement

The text states, “…an inclusive education is important for all students because everyone has difficulty fitting in at time and needs support (McLesky et al, p. 4).” Special education students are not the only students to benefit from this. All students are given equal opportunities to find their place within the classroom. Many of the same things we view as the pros of inclusion are viewed as cons. Our book states that there has been too much emphasis on providing students with disabilities access to general education classrooms so that they can receive the social benefits and too little emphasis on improving student academic successes (McLesky et al,

Inclusion remains a controversial concept in education because it relates to educational and social values, as well as to our sense of individual worth. In order to discuss the concept of inclusion, it is first necessary to have an understanding of terms dealing with inclusion. Inclusion is a term which articulates obligation to educate each child, to the maximum level appropriate, in the institution and classroom the students would otherwise attend. It includes bringing the support services to the student rather than moving the student to the services and entails only that the student will value from being in the classroom rather than having to keep up with the other students. Supporters of inclusion normally favor original forms of

Over the years, there has been a continuous debate over how effective inclusion classes really are for students in school. The whole idea of inclusion classes is to place students in the kind of environment where they can work with other peers who do not need special education and in a sense, not be secluded to just one classroom setting. There are those who feel that students who are in inclusion classes perform better academically and then there are those who feel that inclusion is not beneficial to those who need special education. This debate has left many people wondering, “Is inclusion really best for all students?”

Inclusion in education is an approach to educating students with special educational needs; under this model students with special needs spend most or all of their time with non-disabled students. Evidence from the last decade reveals that segregation of special needs students, as opposed to spending time with non-disabled students, is actually damaging to them both academically and socially. Segregating students placed in the special education category is a trend that has been vastly common in public schools, but in the last few years inclusion in general education settings is becoming a more credible option. Placing students in an inclusive classroom is effective in positively adjusting not only their academic performance, but also

Even though there are many positive effects of inclusions where both sets of students benefit from an inclusion environment, a parent’s fears about placing their child in an inclusion program makes them cautious, and rightfully so. Children with disabilities may be subjected to ridicule from other students or may not thrive in an

A lot of people do not agree with inclusion in classrooms. They say, “the disabled student might be disruptive” or “the other students might get upset when the teacher has to slow down for the disabled student.” All students have their right to an education, whether it be inclusive or not. If a student is disruptive, the teacher should be able to handle it. Although people think inclusion has many disadvantages, there are far more advantages and benefits for all students, teachers, families and even for communities. Since everyone can benefit from inclusion,  we as society should make schools and communities inclusive.

Education seems to be the only socially acceptable way to lower the world’s endlessly growing population. Other methods, such as financial incentives, have been debated but without any real seriousness to come up with working programs that won’t take advantage of people. Although it is important to see that these methods as opportunities to educate are becoming harder to come by. Education is only obtainable in places where there is some level of affluence and an established governmental foundation proficient of enforcing such a program. Ironically, the regions that are meant to be targeted are usually in a state that is inaccessible, impoverished, and economically fragile. So, since education is limited, and can only reach so far, other methods must be taken into consideration. An individual example of this would be to tax families that have more than two children. A business example would be to receive incentives such as tax cuts for installing solar panels on buildings.

Teachers in the United States are educating the adults of the future, yet the teaching profession is depreciated. Teachers experience immense pressure from the administration to adhere to curriculum guidelines, creating an unfavorable work condition. Professional freedom, or autonomy, in the classroom allows teachers to adjust instructional material to their preference and teaching style. This provides teachers a more supportive environment to fulfill their potential as educators and effectively creating a learning environment. Teachers can help students get the most out of their education and increase their earnings later in life.

Diversely, compulsory schools adopt a mission statement as their firm principle. The statements always emphasize a high-standard philosophy of supporting students’ success “needed for career and citizenship” (Wagner & Dintersmith, 44). But if you took a step back and took a long look, reality would hit you hard. Every aspect of schools pose the development of control. The strongest element of control beyond even the superintendents of every school lies within state scheduled learning, and it starts with the homogenized contents of a state curriculum along with its corresponding standardized tests. The contents exclude genuine exploration on “topical issues” from any discussions, causing the lesson to “lack rigor” (Wagner & Dintersmith, 121). Students are therefore not retaining any relevant information needed to “fill the young ...with knowledge and awaken their intelligence” (Gatto). As Tony and Dintersmith agree, students need to excel criterion of development in a variety of ways, but the methods that are used to measure such understanding leave students disengaged from their learning experiences. However, if this issue was seen as a true concern in school, the next step would be to find what “clearly identifiable aims and objectives with regard to our own day-to-day activities” are morally valued to “defend the right of any educational institute to exist” (Mannion, 143).