Post # 3- The Pros And Cons Of Inclusion

            Advocates for inclusive schools argue that regardless of the disability or degree of cognitive, behavioral, or emotional impairment , all students should be served in the general education classroom. Supporters point out that special education students have a 43% drop-out rate compared to  a drop-out rate of 18-21% for typical high school students. Another concern is that of "labeling". Advocates for inclusion argue that placement in a special education class instantly labels a child "special", thus lowering expectations as well as self-esteem (Will,1986). They also criticize the pull-out programs, stating that many students do not feel a part of the regular or special education classroom. Studies show that educating students with disabilities in the regular education classroom alongside their non-disabled peers "improves social interaction, language development, appropriate behavior, and self-esteem.
            Opponents to the inclusive schools movement argue that services could be lost if the special education classroom were eliminated (Education For All, page 79). It is thought that placement in a general education classroom will prove to be a more restrictive environment, assuming that individual needs cannot be met in the general education classroom. Another concern is that placing ELN students in a regular education classroom leaves regular educators without resources, training and the help needed to effectively teach this population. Advocates for special education classrooms also argue that the time and energy needed to adequately educate  an ELN student, can be disruptive to the education of the typical students.
             My professional opinion is that inclusion may be an appropriate option for some students. I think that it's ridiculas to say that all or even most children would be appropriately placed in the general education classroom. I agree that every person has the right to be educated in an inclusive setting but I don't believe that it is best for every child. While reflecting on former students, I remembered a boy I had in my class several years ago. "K" had many sensory, behavioral and academic issues which were dealt with on a daily basis.  Because of these issues, "K" was transferred from his home district to a specialized school for autism. "K" constantly picked at himself usually until he bled and had been hospitalized several times due to the severe infections that would result from the picking. My educational assistant and myself, along with many support personnel worked with this child every day, every hour and sometimes every few minutes on this issue. "K" also had heightened sensitivity to the fluorescent lighting used in his public school. This was not an issue at our school due to the sensory sensitive environment at place in the specialized school. With the help of  the occupational therapist, "K" was given several gloves that encouraged picking. Each day he got one out of his sensory box to use if he needed it. We had many interventions in place to prevent issues with "K". Having taught regular education, I know that with 20 other students, most regular educators would not have the time or staff available to meet the needs of this child. I would have been so frustrated to have a child like this in my orderly classroom and honestly, at the time would have resented it. That being said, I believe that today's teacher education programs are much better than they used to be. I think that general educators are taught the concept of collaboration as well as have a basic understanding of inclusion and disabilities.
            On a personal level, I have witnessed the brutality of middle school with my step-children. The old saying "kids can be cruel" is an understatement. Many times I wished my step-children were in a specialized school where they could experience being top of the class just once. It was very difficult to watch them live out their "right" to a free and appropriate public education with their non-disabled peers. In fact, it was brutal. I feel like the teachers and staff let them down. They struggled with assignments, grades and had a multitude of social issues. I often wondered who was, if anyone, actually advocating for them. I am not against inclusion if done correctly.
            Throughout this semester, I've read many descriptions of  "inclusion done right"; excellent collaboration among teachers and support staff , knowledgeable and concerned parents, and supportive, welcoming non-disabled peers. Somehow we as educators need to fine tune the practice of inclusion. Theoretically I support it, however personally I've seen the damage that can be done when it's not done right.