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.
Nice job attempting to present both sides of the argument. As I stated in my piece, inclusion as a theory and model is solid. Unfortunately, like you, I have seen too many students suffer negative consequences as a results of mainstreaming. One of the greatest problems that seems to consistently occur is bullying, teasing, acts of isolation, and the like. Even with some of our higher functioning kids, problems with social acceptance occur throughout every moment of their academic experience. Try to remember how difficult adolescence was for you as a "typical" child. Now, imagine the challenges we are sending these out to face daily. What really irritates me is that many of them could be successful if provided the right level of support along the way. You mentioned resource rooms and I agree that they can beneficial in some cases. However, they can also be a nice place for frustrated teachers to send their students with special needs for the entire day, and that's no fault of the teacher necessarily. In many classrooms, you have one general education teacher with 25 - 30 students, without an aide. Then, in comes a high needs child demanding a lot of attention. Can you imagine?
ReplyDeleteKathryn, I particularly enjoyed your post because of your mention of resource rooms and how they can serve as a safeguard to students. During my time at Austintown Elementary as a pre-service teacher, I was able to witness the opening of a sensory room and a resource room. These two rooms weren’t just for students who were on an IEP, but rather available to any student who needed it physically, socially, and emotionally. I have a similar perspective when it comes to whether pull out is acceptable when providing inclusion. Not all students (disability or no disability) learns the same and we cannot take one approach for every situation. I fully agree that it takes an entire team to get an ELN learner mainstreamed. The YouTube video Are You Happy? The Story of Morgan Warren did a wonderful job at showing just how much success a child can have if everyone stands behind them.
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