Since the implementation of the
following special education laws, Education
for All Handicapped Children Act 1975 and ADA Amendments Act of 2009; full
inclusion in the classroom and society has become an extremely hot button
issue. Many educators, families, and special education students could make
arguments explaining the positive and negatives of full inclusion.
Taking a quick journey
back to the past, and focusing on our Declaration of Independence, it fully
details and explains two of our key rights as Americans. We were all given unalienable rights, and all
men/women are created equal. These principles were established to help everyone
in this country be treated equally and fairly under all circumstances. Often we
have seen the rights of many, especially Americans with disabilities constantly
having their rights violated, and needs not being met.
Shifting our focus to
the heated emotional battle of inclusion, we find there are many positives to a
one-hundred percent inclusion process. Children with special needs will attend
the same schools, sporting events, and community events as their non-disabled
peers. This will create a more positive experience and leave the special needs
individual feeling important, and normal.
By using full inclusion, non-disabled citizens learn compassion for
Americans with disabilities. This interaction between the two groups builds awareness,
compassion, and lifelong friendships.
Another huge benefit of
full inclusion in the classroom as well as society is the use of modeling
behavior and cueing. Often there is fear that students with special needs are
lacking the desired social skills. Many believe special needs individuals lack
behavior or social skills, because they are often kept away from social events,
field trips, or the inclusion classroom. By placing these Americans with
disabilities out into the “wild” as some refer to the outside as, special needs
Americans can learn how to behave or build better social skills from observing
peers, and as well as reinforcement and cueing.
With those positives
mentioned above, we must also focus on some of the negatives that can arise
from the full inclusion opportunity. When we look at inclusion in the school
environment, we see that although students may be disabled in some way, they
often excel in the areas of arts, crafts, music, and physical education. In the YouTube video Including Samuel, Keith Jones spoke about how when he was in
Special Education in the 1970’s he did not want to paste with popsicle sticks,
but he wanted some Math. (Including Samuel, 2007). But due to the financial
issues of many schools, these areas are the first subjects to be cut to save on
cost. The extra time is spent gearing students towards information that will be
on state mandated exams. Although not all students like Keith Jones want extra
math inclusion courses, many special education students do enjoy art class,
physical education class, and music class with their non-disabled peers.
When many students with
disabilities are younger they fit in really well with their non-disabled peers,
but as they age, often times they are viewed differently by their classmates
mostly out of fear. Frequently we hear stories about how these special
education students are viewed as a class pet, and a non equal student. These
events can lead to the special needs student feeling lonely, depressed, and
angry. I am well aware that this is not always the case, but at times we find
students in special education who are not treated as an equal member of the
classroom setting.
From my own teaching
experience, I am one-hundred percent in favor of inclusion in all areas, and I
think it is a great idea as long as it is safe. The only area I have concern in
full inclusion is when it comes to CD students and playing sports like football.
One of my students who is CD, constantly talks about playing football when he
is a little bigger and older. He loves football, but does not always understand
the rules, and has a hard time remembering certain aspects of the game. I
believe in full inclusion to the maximum, but if he was my child I would not
let him play. The reason being is out of fear that he may not remember or fully
understand the rules, and he could be severely injured as a consequence.
Football is a rough sport, but it in involves the proper technique, such as
tackling with the proper form to not injure yourself or your opponent.
Reflecting back on the video, Am I Happy, the video states that many
teachers are fearful on inclusion and trying to teach all the students the same
standards and open core curriculum. (Are You Happy, 2007). I notice this exact
statement at the school that I currently teach at. Often time the regular
education teachers seem very fearful to have special education students in
their learning environment. I often feel the regular education teachers feel
they are not doing special education students justice. But in truth, many of
these regular education teachers are very positive, encouraging, and enhancing
the lives of these special education students, and not knowing it.
You used the word fearful about general education teachers having special education students in their classrooms and it struck me. I would have characterized their fear as a fear that they are not meeting that students needs because of lack of training and services, and yes not doing those students justice. In light of many new changes to teacher pay for performance I now to have observed fear. The teachers do not think that it is fair for their wages or wage increase to be held in the hand of students that are already labeled as low achieving. I think this will now be another large component to the inclusion debate in years to come.
ReplyDeleteI love how you support the teachers in your school!! We all need reassurance that we can do this! You are right there is fear sometimes when it comes to working with students who present themselves differently than their peers. Educationally, though we push a high stakes test, a very fast paced curriculum and for some students they will always struggle with keeping up. All of the students I have had in the last 5 years in my classroom, came from inclusion classrooms. They are the ones who couldn't keep up. The demands were so strong. Its not because the teacher wasn't doing a good job, it was because the demands were strong from the state level. Some of the teachers were not supportive of these students, but some were but the children just couldn't keep up. I get many 2nd and 3rd graders in my room that don't know their letters and sounds. They have been pushed through the system and now I am having to go back years all because we have an education system that doesn't allow students to develop at their own pace. And like you said at the end... teachers wages are going to be linked to test results. I have all the kids from the inclusion classrooms that weren't passing the state test. They still won't pass the state test (no matter what test prep we do) because developmentally they aren't at 3rd grade level in 3rd grade... will they ever be? Absolutely! They will eventually get there... just not at the pace we are demanding in the gen. ed classrooms.
ReplyDeleteI've often wondered /worried about the safety aspect of inclusion within gym classes or community activities. The idea of including special needs children into say a little league football team is great. The child may be physically able to participate, but what if he cognitively is unable to understand the rules? Is it then fair and in his best interest to be permitted to participate? I don't think so but I'm sure many would disagree. Inclusion should be based on individual needs, not on a vast generalization of textbook principles and theories.
ReplyDeleteDianne,
DeleteI think this is where interpretation of Least Restrictive Environment comes into play. I don't believe that it means all students must at all times be included. Certainly we need to take cognitive and physical development into account, and that is where we, as teachers need to be an integral part of the team that helps to determine the path a student will take to achieve those successes they can.
Corey,
ReplyDeleteI agree with your sentiment that regular education teachers are doing the best they can, often without realizing the success they are achieving. I see it often in my school. I've said before that we are experiencing a new set of rules, with intervention specialists and co-teachers, etc. It can be a daunting process to navigate all of the new rules and expectations, causing fear and frustration. But, I also see my colleagues rising to the challenge, often without a lot of formal support. It is frustrating and inspiring, all at the same time.