Blog #7A – A response to: Johnathan Bacak – An Investigation About How Inclusion Benefits Students with Disabilities in the Classroom and Society 

            First and foremost, I apologize for my tardiness.  I meant no disrespect and have no excusable reason but I am very sorry.  I believe in most of our projects I have a disadvantage because I am not a teacher nor have I been in the educational system in anyway.

            With that being said, I felt overall your paper was a tough read, mainstreaming and inclusion although different in “technical definition” are from the outside looking in the same.  Mainstreaming is the dated ideology of inclusion, with many improvements, broader eccentrics and an introduction of new methods. 

            Parental Involvement, most of the time is non-existent by the time a child gets to third or fourth grade the parents and/or caregivers are very frustrated.  Inclusion requires a huge support system and without the proper early educational guidance parents are confused, frustrated and financially encumbered.  The option of transition with parental involvement is one of the last steps of inclusion. Most caregivers and/or family members are inundated with information that would intimate the most educated, well rested, holistic individual.  I am confused is inclusion preparing the student and their families for higher education or basic life skills?

            A child’s confidence is a delicate structure and it is proven that confidence is built by achieving stated goals. I see how you related the increased confidence with increased responsibility and academic achievements.  However, I am not sure if you are stating inclusion is best practice if it contributes to bullying and isolation.  Is it a reality for a child with cognitive disabilities to survive in the general education after middle school?

            “Best Practice” seems to involve the teachers being an omnipotent.  The new academic standards for teachers are overwhelming and to compound the workload we expect them to collaborate all of the systems by inclusion?  How does that work, with lack of personal, school monies and time? 

            Overall I felt your paper transitioned well and addressed important topics.   Nevertheless, I felt it was contradicting and aloof?  Does it really work, is it a possibility that teachers can be all encompassing and collaborate with families, support services and other teachers?  I realize that the information is negating and it is child by child. I felt your resources where abundant and citing was very ingenious