Blog Post # 3 Christina Neeley

     Inclusion was the latest term in Special Education when I was going through my undergraduate program.  Nobody really knew what it was going to look like once implemented in the classroom, but the entire team of educators  were getting on board (ready or not).  I graduated with a BS in Elementary Education with a certificate to teach grades 1-8.  As a general educator I was only required to take one Special Education class.  I felt inadequate when it came time to handle students with exceptional learning needs or physical disabilities. Over the past ten years I have been teaching based on the information that I’ve gleaned from various inclusion/differention workshops, books, and professional developments that I’ve experienced.  Therefore, I felt a great need to re-enroll into college to become better educated on how to effectively educate all students with various needs and abilities.  I feel that it is necessary for all general educators to further their education by becoming exposed to classes that teach educators how to differentiate their lessons and learn to accommodate all learners.

     The debate surrounding inclusion is emotionally charged because it involves the students, families and all teaching personnel.  It’s demanding and forces us to change the way that we think for the best interest of the students.  I believe that colleges do a fairly good job of preparing current and future educators to collaborate with others and work to find a solution.  Unfortunately, I believe that some teachers with 20 or more years have a difficult time complying and working cooperatively with others.  Another debate is whether students with physical disabilities should be included in the regular class.  Abby and Brittany, the conjoined twins from the you-tube video display an incredible desire to socialize and be treated normally.  I believe that if it weren’t for their parents encouraging them and putting them into enriching activities they may be socially awkward and backwards.  These girls don’t allow their disability to define them.  They welcome questions about their disability but hate being stared at or photographed.  They are currently highly functioning, sociable 23 years old girls that enjoy hanging out with friends/family, shopping and teaching.  I also believe that as educators it is our job to help the included students feel welcome by educating the regular ed. students on right ways to treat others.  Equipping students with social skills that they need will help them to be aware of correct and incorrect ways to behave.

     The Council for Exceptional Children (CEC) believes that all children, youth, and young adults with disabilities are entitled to a free and appropriate education and/ or services that lead to an adult life characterized by satisfying relations with others, independent living, productive engagement in the community, and participation in society at large.  CEC also believes that the concept of inclusion is a meaningful goal to be pursued in our schools and communities.  In addition, CEC believes children, youth, and young adults with disabilities should be served whenever possible in general education classrooms in inclusive neighborhood schools and community settings (Council for Exceptional Children, 1994, pp. 5-6).  I do believe that the child needs to be in the Least Restrictive learning Environment (LRE) in order to thrive.  However, I do believe that there should be some exceptions.  Students that were raised by the county may lack social skills, compassion or patience necessary to thrive in a regular classroom and may need to take baby steps to get there.  Educators can help some of these delayed learners get there.  In order to make this vision a reality we all have to be in it together to make it work , from top administrators to teachers, special educators, supplemental aides, psychologist, even the cafeteria and janitor staff!!  “ We are a Team”!!!