TRUE INCLUSION
True inclusion is when teachers abandon the belief that disability is immune to learning (Sokal & Katz, 2015) and students are arranged or grouped not based on abilities, but common goals and groupings are “voluntary and offered as choices to all students who need support” (Moore, 2016, p. 28). Inclusion “is a journey, not a destination” (Moore, 2016, p. 28-29). Sometimes as teachers, even Special Ed teachers, we can be ignorant and underestimate the student, failing to see the child communicating to us. Oftentimes, we assume students do not or cannot understand and we lecture to them like they are not there. We believe the they cannot see, hear, or communicate, but that is a misconception. We must have the simple belief that
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The hardest-to-reach students are also the ones we have the most to learn from because if we can reach them, we can reach everyone. Support means that anyone who needs the support have access to them. It is about not forcing separation by group nor by individual. The format of general student assessments must be altered from the standardized “normative majority” design and consider the needs of marginalized groups. Using a collaborative approach is not viewing students with disablities as inherentily deficient, but to recognize their positive abilities when they are supplied with the proper modifications and accomodations. According to The Universal Design for Learning (udl), “The design of products, environments, programmes and services [are] usable by all people, to the greatest extent possible, without the need for adaptation or specialized design” (Towle & desLibris, 2015, p. 26). An example is information taught in class through digital materials or text so that information can be accessible to all learners (e.g. closed-captioning texts on YouTube videos) (Towle & desLibris, 2015). Education is not a competition—it isn’t about doing it alone or the fastest. It is about ensuring that everyone can cross the finish line. School should be a place where kids know that it is okay to have supports and that they will not be left behind (Moore,
Firstly, Mrs. Creech discusses meaningful inclusion. Students with disabilities will learn and a slower pace, and therefore they need follow a curriculum that meets their needs. When students are part of general education classes, it is important to evaluate the material that will be taught to the child during inclusion. Valuable lessons include: skills in self-care, communication and vocational goals. It is important to see the big picture for these children. We need to teach skills that are going to contribute to their independence as adults.
According to the foundations of Inclusion video the three key elements to the best inclusive practice are: access, participation and support. Access is allowing the student to get the education they deserve and making it easier on them. Students with disabilities should be allowed to have recess and go on fieldtrips with other students and teachers should help them accomplish that. Teachers are also encouraged to modify lesson plans so everyone in the classroom understands. Participation helps to make sure the student engages and fully understands what is being taught. Teachers can help with participation by interacting with the student and helping them to understand in different ways other than just speaking with them. Lastly, is support
In the article “Universal Design for learning (UDL) and learners with Severe Support Needs”. Hartmann writes a story from her experience about student his name is Marcus has disabilities. The regular curriculum failed to get him a better education, and then his teachers decided to replace him in a school had curricula focused in disabilities or severe disabilities. Unfortunately, those schools for students “non-verbal” and Marcus had an ability to speak; his mother had frustrated and embarrassment for son future because the education curriculum did not design around students to get more benefit from learning. Also, she writes the students come from different background, culture and heredity; consequently, those factors influence in their learning even two brothers do not learn the same way. Moreover, most of the learning curriculum have designed for normal students, and they have supposed every student should receive the learning in the same way, but this is unjust for students have dissimilar abilities. The UDL has shown the problems are not in the students, but in the atmosphere around them and curriculum because there is not enough flexibility; it needs to fix it. Then, Hartmann describes the beneficial of UDL has changed the learning process to engage all the student’s abilities in the classrooms. Additionally, UDL has played a role in flexibility to involve all student with different abilities, and It also has helped teachers to become more think how to support
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.
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.
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.
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
Students with special needs need deserve the same education general education students are presented with. The philosophy of “ Disability Inclusion” concentrates on creating a safe, loving, and effective learning environment for students who suffer from physical, learning, and behavioral disabilities. When a student with disabilities is placed in the same environment as a non-disabled student, the results show wonderful improvement. When we are able to discover the strength of the student we are able to see just how much the student can improve in an inclusion classroom. Disability Inclusion not only sets a new beginning for an equal education of special education students, but it allows for more interaction with the child, and a more hands-on assessment.
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
Inclusion is a program that has been in effect for many years, yet has not become standard procedure in all public schools. The program ?inclusion as the name implies, means all students with disabilities, regardless of the nature or severity of the disability and need for special services, receive their total education within the regular education classroom? (Haller 167). Inclusion is an involved program that has taken time to establish in the most beneficial manner, however the Individuals with Disabilities Education Act (IDEA) has helped in the formation of the program (Haller 54). ?The Education of all Handicapped children Act mandated that all school-age children with disabilities receive a free appropriate education in the least restrictive environment? (Haller 54). This means that the education program would cease to pull children out of the classroom for resource instruction. The idea of the
As educators, it is important to address individual differences in students’ recognition, strategic, or affective networks, thus providing the best possible support by individualizing pathways to learning through Universal Design for Learning (UDL). A study on alternative education for children suggests oversimplifying learner differences by categorizing students into two groups, regular and special, fails to accurately represent the full diversity of learners in the classroom. ( Meo, 2010, p. 21) Therefore, UDL is a framework for designing curriculum which provides all students equal opportunities to learn, with no discrimination to individual needs. In order for students to have equal opportunity in their learning and achievement,
Inclusion is formally defined as an approach wherein students with special educational needs spend most or all of their time with non-disabled student (Wikipedia). Which can be summed up as how a general education classroom will have students with disabilities either full time of eighty percent of the time. Ms. Smith’s definition of inclusion was that all diverse learners are supported in the classroom. She does not refer to it as for the children with or without disabilities but all the children. When asked more about inclusion Ms. Smith explains, “ you can meets the needs of all by using the needs of one.” Although, she does not formally have any disabled students in her classroom she uses
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
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.
One of the most controversial issues facing educators today is the topic of educating students with disabilities, specifically through the concept of inclusion. Inclusion is defined as having every student be a part of the classroom all working together no matter if the child has a learning disability or not (Farmer) (Inclusion: Where We’ve Been.., 2005, para. 5). The mentally retarded population has both a low IQ and the inability to perform everyday functions. Activities such as eating, dressing, walking, and in some cases, talking can be hopeless for a child with mental retardation.