Blog #3 Karen Pavlansky

To develop a better understanding of the challenge of inclusion in the field of special education, I had to research to learn what the law says about it, then how it applies to me as an educator.  The Education for All Handicapped Children Act of 1975 (P.L. 94-142) ensured children with disabilities and their families a free appropriate public education.  The components of FAPE included the following: Multi-factored Assessment, Individualized Education Plan, Least Restrictive Environment, Due Process for students and their families and Confidentiality.  In 1990 EHA (The Education for All Handicap Children Act) was renamed IDEA (Individuals with Disabilities Education Act.)  The law has been revised many times over the years with the most recent amendment being passed by Congress in December 2004.  Though, surprisingly, no changes have been made in regards to LRE. The federal law doesn’t use the term inclusion and because of that, the department of education doesn’t either.  Even though the law is clearly stated, it doesn't address the specific, diverse and varying needs of individuals with disabilities.  That may be a contributing factor to the debate on inclusion?  Through my studies, I have found many powerful arguments for and against inclusion that are very persuasive. Instead of evaluating the debated issues, I would like to focus on the areas that both sides tend to agree on and how they impact me as a general educator.  It is believed that with appropriate staff development and support, better coordination between general educators and special educators, administrative guidance and support, students with mild to moderate disabilities could be serviced better in regular classrooms.   Caroline Ward, horticulture teacher of Alayna Malfy, high school student with Down’s syndrome in the YouTube video “Samuel Preview” wasn’t prepared for the challenges of an inclusion student.  Her statement “I don’t know what to do?” is one that many general educators are faced with today. Consequently, the disabled child wasn’t getting the appropriate specialized attention and care, while the regular students’ education was disrupted constantly.  I was faced with a similar challenge last year in my classroom. I had a student with severe emotional issues.  I tried to get help and support from my administrator and our school’s special education department but with little results.  I had to research on my own to gain understanding of my student’s challenges and work to collaborate with the family.  I then had to develop and implement a positive behavior plan that I ended up using class wide.  It was exhausting but rewarding to make progress with the student.  The biggest down fall was how it impacted my other students negatively.  General educators need training, resource and other supports to teach students with disabilities in their classrooms.  The inclusive model in our textbook “Education for All” (Jimenez & Graf 2008) pg.85 would be satisfying to both sides if it could be implemented.  It takes into account each school’s unique context. Extra-curricular activities have the same arguments as general education but there is more involvement with physicality and safety.  Inclusion should be based on the individual. Best practice in the classroom would be to tailor to individual students needs.  Samuel’s teacher in the video said students have “multiple ways of learning.  We need to discover those ways.”  For inclusion to work, educational practices must be child-centered.  Teachers need to understand where each of their students are academically, socially, and culturally to determine how best to facilitate learning, The child-centered teacher is a facilitator of learning not just passing on knowledge.  Providing differentiated instruction, assessing learning styles and modify to them, cooperating learning, facilitating peer buddies or teams, and social skills training are good practices teachers, including myself, could benefit from using them in an inclusive or regular classroom.  “Our challenge is to teach them differently” Bender, A. (2007) Inclusive Education.  Inclusion should be based on placing a student where the greatest benefits will be achieved for all.  Each individual has their own unique needs and should have the opportunity to develop them in the most appropriate and least restrictive environment.  Educators should be trained and provided with supports to meet all of the students’ diverse needs.  Schools should be held accountable to fulfill the moral and legal obligation of educating all students.  Inclusion can work.