Inclusion/A Contemporary Challenge. What Is Your Perspective?

  Arguments both for and against the inclusion of people with disabilities within the general populace are playing out as has happened within the past. All aspects of society are involved in this debate; however the educational institution seems to be the primary battleground.

  Opponents have arguments that consist of the costs of inclusiveness, not just the monetary cost but the cost to the general educational students. The claimed cost being the time taken away from the classroom to make special accommodations for students with disabilities.

  Proponents argue that a student with disabilities being in inclusion tends to raise the academic success of the ELN student, and improves attendance. And legally speaking the government requires that (Jimenez,Graf)schools must show good faith efforts to provide services in general education which has been determined to be the least restrictive environment(1951-2008 p75).

  My perspective on children with disabilities in general education and extracurricular programs  is a three fold answer. First I believe that all people should receive equal opportunity in society and especially in education. Second equal opportunity is proportional, meaning the opportunity received is not always the same. Students should receive what they need to succeed. Third while it is not always practical to make accommodations for everything we must make accommodations to the best of our ability while taking students needs and abilities in consideration.

Amanda Johnson / Inclusion -A Contemporary Challenge. What Is Your Perspective?

According to Gargiulo and Metcalf (2013), inclusion is the movement toward, and the practice of, educating students with disabilities and other learners with exceptionalities in general education classrooms alongside their typical peers with appropriate supports and services provided (p. 8).  Inclusion is not only the physical placement of students but should also include a sense of belonging. This requires educators to not only think about the where but also the how students with special needs should be educated (Jimenez and Graf, 2008).  In a perfect world, inclusion would correctly and effectively be practiced everywhere, benefiting everyone. However, we do not live in a perfect world.

I am pro inclusion, both in and out of the classroom.  For starters, inclusion is a legal right. The IDEA 2004 states that “children with disabilities are, to the maximum extent possible, to be educated in classrooms alongside students without disabilities”.  Inclusion is also a civil right; children with disabilities have a right to go to the same school as their friends, neighbors, and siblings.  No child should be denied anything based a disability or difference.  Inclusion not only meets the needs of children legally but also socially and academically. Inclusion provides chances for relationships and socialization to acquire. It also provides a sense of belonging AND models proper social, behavioral, and academic skills as well as acceptance of diversity (Karagiannis and Stainback, 1996).

In the YouTube videos Are You Happy? The Story of Morgan Warren and Including Samuel show the positives that’s inclusion holds when practiced in a well-resourced and supportive classroom.  Morgan not only succeeds in a general classroom academically but also socially. She forms relationships and is expected to take responsibility for herself and actions just like her peers. Samuel is known for ‘liking the Red Soxs, the color yellow, and spaceships’ and not as ‘the kid in the wheel chair’. Stories like Morgan and Samuel show that inclusion can be beneficial for disabled as well as non-disabled students. It allows all children to interact and develop a sense of belonging not only in the classroom but in the community as well, hoping to prepare them for the ‘real world’.

There are some barriers that may hinder inclusive practices. The funding to support students’ needs in an academic setting can be quite heavy. Not every teacher buys into the inclusive classroom and sometimes lacks accountability when it comes to collecting data and teaching a lesson with ALL the students’ needs involved.  Occasionally there are low if not zero expectations with students with disabilities to succeed academically and socially in the general education classroom. The fear of disruption in the classroom management can play a big factor of negative outlook on inclusive classrooms. Lack of knowledge and training plays a big factor that causes a negative outlook on inclusion. A lack of leadership and a top-down approach to implementing an inclusive program can lead to negative outcomes (Mamlin, 1999). General educators may not know how to accommodate their lessons and/or classroom management to fit the needs of all students, even students with disabilities (Gargiulo and Metcalf, 2013).

Collaboration is the key to overcoming the barriers of inclusion. For inclusion to work effectively the general educator and the intervention specialist need to work together to create a safe and efficient environment for ALL students. Collaboration is needed to make sure all individualized education programs are well-designed, students (with or without disabilities) are considered in decisions that affect all students, and even when teaching about diversity to include disabilities, to avoid labeling and segregation (Jimenez and Graf, 2008).  One of the most important determinants of inclusion success is the attitude of the general education teacher and their collaboration with the special education department.

Inclusion/ A Contemporary Challenge. What is your Perspective?-Kathryn Meleky

I have many opposing and allied thoughts when it comes to  inclusion of individuals with disabilities to be fully mainstreamed into general education classrooms. I have witnessed and was able to learn techniques that general education, special education and learning support teachers partake on a daily basis in order to fully mainstream individuals with disabilities into full inclusion. As a TSS worker I was placed in the school system  to integrate behavioral interventions so that the child can remain mainstreamed in a general education classroom. The debate still remains controversial because of  stigmatizing labels that can lead to  self-esteem issues that individuals with disabilities  encounter on a daily basis.
According to an article by Jull (2008) states that.... "a positive school effect on academic and social development, reducing the continuity of attending via sanctions such as exclusions may exacerbate negative socio-behavioural development patterns, compound identified risk factors and associated detrimental socio-emotional and cognitive/learning patterns." I found myself torn while reading that journal  because of personal and professional experiences. While working as a TSS within the school system, I have noticed both positive and negative interactions among peers within the student with a disability. It was advised ( student knew many of his peers) that he was a student with a disability. I noticed different emotions from other students such as fear and pity, but in the opposite end there were also emotions of excitement and maternal instincts, especially from the female students in the general education classroom. Students did not know how to interact with my client with a disability and was at times shunned away during educational learning and even during  play time recess. That made the student feel segregated, lonely, and depressed because he just wanted to fit into a normalized society with his peers. The behaviors exhibited by the learner with a disability was aggression, anxiety and even depression because he did not want to be viewed as different.
Another opposing argument that I have is based upon issue related to segregated placement to include being removed in order to decrease aggression or frustration. I feel that this can have a negative affect on an individual with a disability because they are missing out on important class lecture . My opinion is to create structures within the classroom to include rules, schedule charts, sections of the room to go in order to calm down and adapt extra time for learning. I do understand that everything needs to be mandated and included on the individual with a disability's IEP and that can turn into a political struggle.
But I also have positive arguments when it comes to inclusion into general education classrooms. According to the text , Educational For All; Critical Issues in the Education of Children and Youth with Disabilities. Jimenez and Graf (2008) states.." the most common model of mainstreaming is the use of a resource room...." I have found resource rooms to be an extremely valuable assist to learner with a disability because that will provide a safeguard for the student to escape in order to adapt to their learning. I am still against a student being pulled out of general education settings but if it is extremely helpful for the student and it causes a overall positive high self-esteem with the individual with disability then it is all worth it!
In conclusion, students with disabilities are learners just like everyone else. They do not want to feel stigmatized with labels or feel left out with seclusion. The use of resource rooms ( also include room to check-in and check-out)  along with  Special Education teachers in general education classes aides to keep the student fully mainstreamed.

Blog Post #3/ Inclusion Tim Calhoun

The debate between whether or not inclusion should take place is a battle that has been going on for many years.  As stated, it is an emotionally charged battle that can result in anger, or happiness. Many different factors contribute to why inclusion is a good program choice as well as a bad one.

When looking at the pros and cons of inclusion many of them stem from lack of knowledge as to whether or not inclusion as a practice is successful.   When looking at why inclusion shouldn't be apart of the educational system, there are several concerns according to Jimenez and Graf (2008), "about academic achievement, peer acceptance, students' self-concept, and the preparation of general education teachers to accommodate students with disabilities...". When including students with disabilities into mainstream classrooms many of the general education teachers are afraid that they are not properly trained to teach students with disabilities. The teachers then have problems reaching students with disabilities while trying to teach the normal curriculum, and often have to stop and focus their attention on the students with disabilities.  This is one of the major problems with inclusion because teachers feel like they are not able to teach how they want to and it causes other children to suffer.  Another argument that stems from inclusion, is not only from the classroom perspective but also a parent perspective, is that the students with disabilities will not be truly included into the classroom on a social level.  Parents fear that their child will be made fun of or bullied if they are integrated into a mainstream classroom, so they prefer to shelter their children and keep them in classrooms where there are with other disabled students.  Another con to inclusion is "self-concept"of children with disability.  The fear is that students with disabilities will feel as if they don't belong in the classroom with the other students because their work does not match the standards of their classmates.  So often times this leads to withdraw, and lack of participation from the student with disabilities.  Another major factor that contributes to the doubts of inclusion is that it is much more expensive for schools to have segregated classrooms. So often times students with disabilities are just thrown into general education classrooms to save money, and their specific needs are not met.
On the flip side of the argument pros to inclusion are beneficial to students with disabilities. According to Stainback, Stainback, and Bunch, and others (National Association of State Boards of Education), "suggest that this dual system does not adequately prepare students with disabilities for the real world because the real world is not divided into regular and special".  This argument is very true and supports that full inclusion for disabled persons into a mainstream education is a positive because in the "real world" there is no segregation.  Also it improves social interaction between disabled and non disabled students. According to Jimenez and Graf (2008), "if you integrate the schools, you integrate society,and thats how a generation grows up making change."  This is an vital to the growth of society moving forward and being more accepting of people that are different than themselves.  Much like the youtube videos "Including Samuel, and Story of Morgan Warren, the students that were in the classroom with these students were able to learn that Samuel and Morgan were not any different than them and made friends.  This shows that inclusion helps non disabled students to look past their disabilities and see whats on the inside.
My perspective on inclusion in the classroom as well as extracurricular activities is that it is beneficial for all parties involved.  As I've stated before coaching several students with disabilities, it has showed me that these kids benefit greatly from being apart of the team.  I think that the best part of inclusion is allowing non disabled students to be apart of enhancing the disabled students experience, and accepting them as one of their own.  Also it teaches the non disabled students to be accepting and learn about different disabilities.  That is the foundation of the next generation and if everyone is accepting of each other the world will be a better place.  Although it is not is to fully included students, it will take great effort from parents, teachers, coaches, and administrators I think, disabled students should be given the access to the same things all other students are.

Inclusion - A contemporary challenge. what is your perspective ?

The idea of Inclusion has changed dramatically over the decades. One main argument that I have perceived over the years is the concept that society emphasizes disability rather than normalizing it. Instead of helping a child with skills that will help them adapt, they are categorized and automatically set in separate classrooms with other students that have disabilities. Will other peers accept or taunt these children with disabilities? How do other peers react to each student with a different disability? For those who are against inclusion, having special needs students in a classroom can be a benefit, teachers can focus on their direct skills and tend to their needs versus a bigger classroom with general education students with more needs. Along with that, being in a toned down classroom with less distraction and uneasiness for students with major disabilities can be beneficial. Vice versa, regular education students can move at a faster pace and not be distracted by students that haven’t fully adapted.
Although in some circumstances, there are general education teachers that aren’t fond of having students who are behind in the classroom and can see that child with disabilities to be a distraction to the classroom. It’s important for teachers to have a co-teacher that is in special education so that they both can implement direct and individualized instruction to the child that needs that service. The most important factor that heavily helps promote inclusion is the child’s parents and family members. They actively want what is best for the child and will consistently work hard for better education for their child so that they can learn and obtain as much as possible.
Unfortunately, parents found their requests being ignored by schools and individualized education programs weren’t being created and implemented. In short, the schools didn’t want more work, with more disabled students you’d have to hire occupational or speech therapists.  Parents heavily advocated for their children, devoted time and sacrificed their careers to help find proper education for their children. Some factors that influence society to become against inclusion, is that regular general education students will feel ahead of their classmates when teachers have to focus more on students with disabilities.
In the YouTube clip “Are you happy?” The statement that Morgan “doesn’t” fit the model angers me, because who are we to label others as not normal? I am an advocate for equality, and I believe that the reactions and ignorance of society is what causes us to be fueled and further promote inclusion and the lives of children with disabilities. Teachers are also a big factor in helping children with special needs, not being afraid to tackle challenges and make your student feel as comfortable as possible in a classroom setting. Morgan enjoyed doing what everyone else did, which helps her become more confident in herself and approaching other peers. It gives children like her and others, hope and possibility to do anything that they set their mind to and not make them feel isolated in a classroom.
My perspective regarding the inclusion of children with disabilities is full and active promotion is needed in general education programs. It is very important that all children feel equally as important.  Placing a disabled child into a regular education classroom will help them face real life problems that will occur in life with others. I don’t believe in separating children with disabilities to be in a separate classroom, they can’t socialize with other peers or get involved in activities like anyone would in the real world. Working with children that have Autism has made me look at their disability, not as a disability at all. Children will memorize every episodes of a particular show, what date each episode came out and who produced it within minutes.It's difficult to label this as an abnormal thing or any other characteristics they show. Everyone has their own little quirks and I feel it’s important not to leave any child out despite a disability.

Inclusion/A Contemporary Challenge. What Is Your Perspective?

It is no surprise that inclusion (along with everything else in education) has pros and cons. I personally think that we need to look at children individually before deciding on one type of educational environment. I believe in the inclusive environment and equal education for all students but I also feel that we need to provide each student with the best opportunities for them to succeed to their fullest potential. There could possibly be situations in which inclusion isn’t the answer. It’s also difficult to focus on inclusion as a one size fits all method because not every school district approaches special education in the same manner. If every single inclusive classroom could have two teachers (one special educator and one general educator) that collaborated on lesson planning and implementation then it would be a lot easier to believe that each student was receiving an equal education that met state standards. 

In Education For All: Critical Issues in the Education of Children and Youth with Disabilities, Jimenez and Graf states that, “Inclusive schools’ advocates claimed that all students with disabilities, even those with severe cognitive impairments or emotional and behavioral disorders, should be served in general education.” (p. 79). I agree with this to an extent because again, not every child is the same and we cannot predict the outcomes of educating them in a general education classroom but I fully believe that we need to try.

Inclusion can be extremely successful if done correctly. I feel I most agreed when the speaker in the Are You Happy? The Story of Morgan Warren Youtube video said, “It takes commitment to make inclusion work.” As seen in this video, Morgan benefitted from being around her peers and they served as motivation for her. The teacher also did a wonderful job of promotion the inclusion of Morgan. All of Morgan’s peers accepted her and helped her succeed in the classroom.

In the article, Inclusion: The Pros and Cons, it says that some parents of students with more severe disabilities are concerned about the opportunities their children will have to develop basic life skills in a regular classroom setting. They are also cautious about inclusion because of fears that their children will be ridiculed by other students. I believe that this belief goes hand in hand with our last blog post in which we all agreed that educators need to promote for inclusion and acceptance of students with ELN. 

As a new educator in today’s classrooms it is hard to overlook the fact that a general education curriculum in college does not prepare us for an inclusion classroom. Early childhood education majors are only required to take two courses designed for special education. While not every classroom is labeled as inclusive, just about every classroom today contains at least one student who faces learning challenges. Educators need to know and understand disabilities, differentiation, and co-teaching practices to successfully teach in an inclusive classroom. This also includes the laws and the provisions that moved towards LRE. As said in Education For All, “The intent of this provision is to ensure that special education is not a place where students go but instead is a service provided to guarantee equal access to education.” (p. 75). As a follower of Gardner’s Multiple Intelligences, I am constantly thinking about the many learning styles of my students. It’s almost impossible to teach this way without providing differentiated services in order to provide them with an equal access to education.

Inclusion/A Contemporary Challenge

Reflecting on my professional and personal life, I have had many experiences with individuals with special needs in different types of settings.  I believe in inclusion education and educational opportunities that meet specific needs of individual.  Educational opportunities that may meet specific social or educational needs may not include typical peers.  While I believe in a combination of learning inclusion and non-inclusion.  I think society needs to be very careful as not to exclude individuals because they may need/want non-inclusion classes and/or opportunities.

I am a firm believer of inclusion in the educational setting and in society in general.  I have been teaching Sunday School at my church for many years for an adult class, with adults ages 22- 52 who have different diagnoses and intellectual/ developmental delays.  While this class seems exclusive at first glace, it has aspects inclusivity which are fulfilling to the class members, their families and peers.  This class has been at our church for over 20 years.  It first started as a class for those with special needs only and was only on Sunday in the classroom.  We still do have classes on Sundays, but we also attend other functions within the church with all church members.  We attend worship and fellowship outings with the entire congregation.  The class members get fulfillment and joy for both settings.  They love seeing their friends in Sunday School Class and they also like attending functions with the entire church congregation.  We need to be mindful to promote inclusion, while still meeting needs of individuals.  There can be certain instances when particular needs (social and educational) of individuals must be met in a non-inclusion setting.  We just need to be mindful of not to move backward in time to not having inclusion education.

Inclusion/ A Contemporary Challenge. What is Your Perspective?

            I work very closely with teachers all day long and hear the many arguments they have both for and against inclusion in the classroom.  Inclusion can help foster friendships with same age peers which can also extend to the community.  These same age peers can act as mentors and serve as role models for both behavioral and academic skills.  The previous school I was at had a cross age peer mentoring program.  This was beneficial to both the mentor and mentee, and the program had a lot of very positive feedback from parents, teachers, and students involved in the program.  Inclusion can also help eliminate labeling. According to Will, (1986), the act of labeling can frequently lower expectations and self-esteem.  Once the label of “special needs” is placed on a student it is hard to remove.  Inclusion can also “normalize” a student’s disability by eliminating the divide between general education and special education classes.  This can change how we as a culture view and interpret those having disabilities (Jimenez and Graf, 2008).  On the flip side, one kindergarten teacher at my school argues that sometimes inclusion can make a student with a disability feel more different depending on the disability.  The previous year she had a disabled student who refused to interact with the other students in the classroom, no matter how much the students tried to include him in classroom activities.  Her lessons were constantly interrupted by this student’s behavioral outbursts.  Some may argue that inclusion is a cost saving measure for school districts.  However, if done correctly, with the appropriate supports in the classroom, the cost should be the same.  Parents of special education students also argue for and against inclusion.  Some may feel that their child may be ridiculed if placed in a general education classroom.  Others push for their children to be among same age typical students where they feel they can be accepted as valuable members of the classroom.  The video of Samuel illustrates the many positives that inclusion can provide with the proper support systems in place in the classrooms for both disabled and nondisabled students.   

            I attended grade school in a suburb of Cleveland in the late 1960’s and early 1970’s.  There was one multi-age segregated special education room on the first floor of my school.  I remember my initial emotion upon seeing these students was fear.  I think we are afraid of things we don’t understand or are not exposed to.  We have come a long way in how we view and interpret those with varying abilities in schools today.  It is my opinion that in most cases, students with disabilities should be educated in the general education classroom alongside their same age peers.  All of us deserve a life where we have friends and feel that we are a valuable  part of the community.  With the right supportive resources available for the general education teacher, I believe students with disabilities can thrive in a regular classroom.  It can also be beneficial to the nondisabled student because they can learn patience, acceptance of diversity and individual difference.  It also helps both the disabled and nondisabled prepare for adulthood where the communities are inclusive.  There are cases when a general education class does not benefit, or is not in the best interest of the student.  In these cases, a separate setting may be warranted.  Our school district uses co-teaching in the elementary, junior high and high school buildings.  The intervention specialist is in the classroom alongside the general education teacher to help with any accommodations needed to facilitate the learning of any students needing assistance.   They plan and teach their lessons together and collaborate daily on any changes needed for successful learning.