Blog Post #3: Alexa Kamovitch

      Inclusion is a factor that is addressed on a daily basis within my school district. In my opinion, inclusion can be an advantage as well as a disadvantage. As a K-3 Intervention Specialist, I teach in a self-contained room with my students, but I often ask myself if segregation is the best choice and progressing their education. Inclusion can be beneficial for many reasons; such as peer-to-peer interactions, immersion into general education curriculum, and equal opportunities for special needs children. However, I believe it can be a disadvantage due to frequent involuntary interruptions, misunderstanding, or not understanding the academic content, and lack of progression in their education. While in my resource room, we work on areas where my students are lacking in knowledge according to their IEP goals. Alternatively, in inclusion they would be forced to learn content that is not at their ability level. Of course, I would like to see inclusion and an LRE for all of my students, but they must progress in their other needs first. According to our reading, CEC’s Policy Statement (1994), students with disabilities should be served whenever possible in a general education classroom. CEC’s statement indicated a key point: “whenever possible”, as noted inclusion is the best situation but only when appropriate. (Council for Exceptional Children,1994,pp. 5-6)

  My opinion on inclusion correlates to Maslow’s "Hierarchy of Needs". This theory correlates with students' opportunities of inclusion in the classroom and society. According to Abraham Maslow, each individual has a "Hierarchy of Needs" meaning that they have certain areas of accomplishment that they must achieve prior to moving on to other areas. The "Hierarchy of Needs" is similar to my argument because by first providing these students with the instruction in areas they struggle with in the resource room, they are getting what they need and can gradually start taking the necessary steps towards inclusion. For example, I have a student with Autism who is currently unable to write, express feelings, or control her sensory abilities. Rather than using inclusion and frustrating her past her developmental needs, I am able to provide her with assistance in an environment that can help her to progress in her achievement. Like my student and others, there are some needs that must be met in order to achieve progress and through Maslow’s theory and a resource room setting this can be made possible. 

I believe some factors that contribute to this debate are appropriate resources, including the lack of special education teachers, funding for programs and materials, and knowledge in regard to what works for these students. Within my district, we have a K-3 resource room; however, due to lack of space and funding our self contained room stops at third grade. At fourth grade, these students are put back into an inclusion setting regardless of their disability or academic knowledge. They go from receiving a full day of instruction at their academic level to a full day of instruction at grade level with accommodations. According to Education for All, “Inclusion is not required when a student with a disability will not benefit from placement in general education.” (Jimenez & Graf, 2008, p.75) As an advocate for their education, I have concerns for my third graders as they venture into fourth grade next year. I plan to express my concern to higher school personnel; however any other opinions or recommendations on this matter would be helpful.

          In my perspective, students with disabilities should always be given equal opportunities, but only when all factors are considered and it is found appropriate. They should not be segregated from extra curricular programs, but included and given the assistance that is needed to succeed. Inclusion has done wonders and opened educators and students without disabilities eyes to the understanding that students with disabilities are people too--people with feelings, rights to an appropriate education, and a right to acceptance in society. 

Blog #3 Jodie Bock

In my opinion that inclusion in our school can be a great thing if done correctly for children with mild to moderate disabilities.  According to W. Sailor, M . Gerry, & Wilson in Key elements of Full Inclusion Model”.   Full inclusion is characterized by its invisibility. Students with disabilities are not segregated but dispersed into classrooms they would normally attend if they were not disabled.  Children with disabilities are seen as full-­‐fledged members of, not visitors/guests in, the general education classroom.” (as cited in Dove 2016, para 2)  I feel that so many times our school are thrown into this without enough support and training for the teachers.  Without the support of the administration and regular education teachers, we cannot reach the ideal that students with disabilities are full members of the classroom.  When I was a substitute teacher ten years ago, there were many of times where classrooms were trying to follow a  full inclusion model,  but did not have  enough support.  Some of the children with disabilities that were placed into these classrooms were disrupting the whole class.  Without the proper support, we are penalizing our general education children and teachers.  When the majority of the teacher’s time is spent with the child with disabilities the rest of the class is left out. In the documentary Including Samuel Preview the horticulture teacher was feeling overwhelmed and resentful of Alayna because she had not gotten any training and was not receiving enough support.  Where I work at , The Rich Center for Autism, which is considered a specialty school so we do not have inclusion classrooms.  We do separate our children into grade level and age level classrooms. Our goal for the children is to have them return back to their home school in an inclusion classroom.

I also believe that inclusion of children with moderate to severe disabilities is not always the correct decision.   It depends on the child and how severe the disability.  The children that need life skills training will not be able to receive them in the general education inclusion room.  Classrooms where they can get on the job training,  and  are able to learn basic life skills, are critical to their ability to become  self-sufficient and work towards independent living, which is two of the goals Congress has mandated for IDEA.  It is not appropriate to put a 16-year-old who still needs help on getting dress and basic grooming in a regular education high school class and expect the whole class to be taught these skills.  I do believe that not only  all of our  children but also adults, can benefit from full inclusion in the school's extra-curricular programs and in all aspects of society.  As stated in Education For All Critical issues in the Education of Children and Youth with Disabilities   “It appears that society still needs firsthand experience with an individual with a disability to understand: that is, to see the child as a whole, happy, complete human being, capable of great joy and love and success, with disability only a feature of his or her character like hair color and other individual differences”  (pg 99 ) The more our children with disabilities get out and experience life, the more society can be educated on their disability  and  be able to appreciate their strengths and personalities.

Blog Post #3: Kristin DelMonaco

My perspective regarding inclusion in general education programs is that when it is done correctly it is an awesome experience. I have seen inclusive classrooms and they are the greatest examples of community. They are effective because the staff is trained and the teachers work together every day to make sure the students’ needs are met. Inclusion in extra-curricular programs is great for students with disabilities because it allows them to build relationships with other students and make friendships. This also helps students build upon their self-esteem. Inclusion is a wonderful concept and unfortunately is going to continuously face challenges.

An argument for inclusion is that students without disabilities gain acceptance and understanding about students with disabilities. This knowledge and exposure promotes community in a classroom. Inclusion is also a wonderful thing in schools and our communities because students with disabilities are gaining social experiences. I believe some factors that contribute to the success of inclusion in schools is an educated support team. “As both the site administrator and instructional leader, the principle must have an understanding of how the various components of effective practice fit together… for a comprehensive approach to inclusion. Promoting an inclusive vision, scheduling, encouraging collaboration, providing staff development, and welcoming parent involvement…promote effective inclusive practices.” (Graf &Jimenez, 90) The principle of a school district sets the standards to which the school will operate and is a major factor in ensuring inclusion has a chance. I feel very strongly about the importance of the social aspect of inclusion. From my time working at The Rich Center, I have seen our students interact with students without disabilities and the more opportunities they get in the community the better it is for them to learn.

An argument against inclusion is the effects of standardized testing. With the increase of accountability in schools, a fear is “measuring educational quality through the use of standardized tests will result in negative consequences for students with disabilities, such as an increase in both dropout rates and placements in more restrictive settings.” (Graf & Jimenez, 91) Another argument against inclusion is the idea that parents have about their child being held back from a proper education. Through many readings and personal accounts, I know that is a major concern for parents about inclusion as a whole. I do believe that these parents do not understand what benefits there are for all children involved and they only know the old mentality of separation. I feel it is the old mentality and ignorance that makes inclusion hard for many to accept.

I feel it is up to teachers to inform parents and community members about the importance of inclusion. I know that as years go by we are seeing more accommodations being made and more movements toward inclusion happening, but we have a long way to go for it to be socially accepted by most.

Blog Post #3- Kristin Morgione

Within the school environment I am often questioned by parents, staff, and even community members whether students with exceptional needs benefit from inclusion within general education setting. Under Individuals with Disabilities Education Act (IDEA), “federal regulations require that children with disabilities be educated with their non disabled peers to the maximum extent possible” with the use of supplemental aids and services (Jimenez & Graf, 2008, p.75).  Proponents of the inclusion initiative feel there are many benefits to exceptional learners being placed with their peers.  First, there is improvement in the academic achievement of students with mild and moderate disabilities as they are exposed to the same curriculum standards as their peers.  Research showed that students within the inclusion setting “achieved higher scores on Iowa Test of Basic Skills” and “comparable score on state proficiency exams in reading, writing, and mathematics” (Jimenez & Graf, 2008, p.81).  In addition, inclusion provides an environment that benefits not only the students with special needs, regular education students, and those who may fall between the cracks or are labeled “at risk”.  Inclusion with co-teaching can foster universal  instruction and design for all students within the setting.  Another advantage is the social integration of peer modeling with the appropriate behaviors to help students to prepare students culturally for the transition to adulthood within the community, known as the principle of normalization.

On the other hand, some parents and teachers are against the inclusion setting for the education of students with exceptional needs.  Most people who have reservations of this movement work primarily with the children of severe/intense needs and emotional disabilities.  Advocates are concerned that with the push of inclusion there would follow the elimination of the continuum of service.  Parents are worried that those options/placements may be taken away from students.  Furthermore, Jimez and Graf (2008) comment that even though special education is a service not a placement, services are sometimes offered in certain placements with low teacher to pupil ratio and specialized training by the staff.   Another reason people are skeptical of the movement is the lack of training and services.  Even though IDEA called for increased collaboration and federal funds for training for staff and personnel, not all schools have monies for this development.  Resources need to be provided within this setting for students to reach their maximum potential.  Lastly, inclusion require the attention and support of the administrators.  Often  leadership in the school tries to implement inclusion within the building without attention to the specialized training of the teachers.  Teachers may not be equipped with the skills to implement the best practices within the setting, thus lacking the specialized instruction and universal design for learning.  

My perspective on inclusion is centered around the concept of “least restrictive environment”(LRE).  LRE does not mean that what applies for one child, applies to every child with exceptional needs.  LRE is the setting where the appropriate educational plan can be delivered.   We, as educators, need to promote the continuum of services for all students.  Even Samuel’s father in the video, “Including Samuel”, questions whether inclusion in the general education classroom is the best place for Samuel after months of absences due to surgeries. On the other hand, I have worked with students who were mainstreamed, self contained for content area subjects, tutoring in the resource room, and co-teaching in the inclusive environment.  I do believe that inclusion can work with the proper staff, resources, and support.  The exceptional learners can achieve higher standards within the general education classroom than the self contained classroom, but the students also need the resource room to target skills that have not been mastered.  If not, the gap keeps widening.

Blog Post #3 Jennifer Cika

Inclusion, is the education of students with disabilities side by side in the general education classroom with their non-disabled peers and it has been gaining popularity in many school systems. The pros and cons list of inclusion is lengthy, from concerns such as students with disabilities being ridiculed and bullied to whether or not they will be learning life skills while in general education settings. There is also the pro side where educators feel that when students with disabilities are educated with their non-disabled peers there are benefits to both disabled and non-disabled. These benefits may include non-disabled students being more accepting of others and disabled peers feeling like they are part of the group and not segregated. I have worked in the school system for over 20 years and I have seen the pros and cons of inclusion, but I was unaware of just how controversial inclusion is until reading this modules information.

As stated in our book Education for All, Critical Issues in the Education of Children and Youth with Disabilities “Inclusive schooling is an attempt to normalize disability by eliminating the divide between special and general education” when I worked with high school students I saw firsthand the pros and cons of inclusion, which made me question my own thoughts on inclusion. When some of my students were included in general education classrooms they were treated differently by their non-disabled peers, as well as some of the teachers, this made them feel unwanted and in turn they would act out so that they were kicked out of the classrooms or sent back to the resource room because they were showing that they could not be included in the general education setting. The cons were that the students were able to build more friendships with their non-disabled peers and in turn they sometimes felt more accepted, this made their moods better and helped their self-esteem, because of this they were able to learn more effectively and were not as disruptive as the students that did not feel accepted. I have students flourish in inclusion settings and go on to graduate and become productive members of societies. I have also seen students that ended up getting further behind in school. Now that I work in a school that is full inclusion, I mainly see the pros. Our school is a co-teach school, this model is able to give students with disabilities more constant attention when it comes to IEP goals and helps with closing the gap in their learning. It also helps students work together and become more accepting of each other. Just like in the video “Are you Happy? The Story of Morgan Warren” the students that have disabilities are learning from their non-disabled peers, socially, academically and they are also motivated to build relationships with them and they are not labeled.

One of the biggest factors that I feel fuel the debate on inclusion is the fact the general education teachers do not feel trained enough to include these students in their classrooms. They feel that they are unprepared for some of the behaviors and needs that these children have and this can make them feel uncomfortable and judgmental of these students even if they do not mean to be. Another factor that fuels this debate can be the students who are in inclusive classrooms that succeed because the general education teachers and special education teachers build a positive relationship to where they can work together successfully to benefit the students (both disabled and non-disabled). I feel that inclusion in the classroom as well as extra-curricular activities can be a positive thing when done correctly, but all too often there are factors that may hinder the success of the students. This debate will probably not end anytime soon, but I feel that ending inclusion will have a negative effect on all involved. Keeping inclusion in school, I feel is the best things for all students. 

Blog Post #3: Bethany Quetot

Inclusion is when “students with disabilities are not segregated but dispersed into classrooms they would normally attend if they were not disabled. Children with disabilities are seen as full-fledged members of, not visitors/guest in, the general education classroom.” (Key Elements of Full Inclusion Models). I did not realize how great the debate surrounding inclusion was until I read all the information for Module 3. It was very eye-opening, and after looking at the information, I now realize that I was naive in thinking that inclusion was fairly simple and straightforward.

I would like to use two of the videos given by Dr. Dove as examples: “Including Samuel Preview” and “Are you Happy? The Story of Morgan Warren.” In the first video, the example of Alana Malfy stood out to me because she was an example of a student that the inclusion classroom was not necessarily the best option. Her teacher, Carol Ward, said that she did not feel trained enough to handle teaching her and the other students. Ms. Ward asked herself, “How can I reach Alana and the valedictorian at the same time?” The video showed Alana upset at one point, and in the hallway to calm down, and the teacher also shared that she had cried because of the stress of her inclusion classroom.  The classroom situation with Alana looked frustrating overall. However, the video that showed Morgan Warren, seemed to depict an inclusion situation that was resulting in a positive experience. Morgan had many friends that enjoyed her, and took care of her. Morgan could learn from her peers socially and be motivated to interact and build social skills. Students were kind to her in the video, and it showed Morgan participating the best that she could. There were a few times where you could see the possibly of Morgan being distracting to the other students; but, overall, everyone seemed happy, and it could be used as an example of an inclusion success story. The fact that Morgan had so many friends spoke volumes, and proved that all the students had learned from her too!

The list of pros and cons of inclusion is lengthy. The videos allowed me to see many pros and cons for inclusion in the classroom, along with the documents provided by Dr. Dove. One argument for inclusion would be that students are not isolated, and can learn from others socially and academically. According to the Inclusion Pros and Cons document shared by Dr. Dove, there is now plenty of evidence to show that students can be “educated appropriately without isolation from peers who do not have disabilities” (p.3). Students can feel like they are a part of the group, and not cut off from everyone else if schools follow the inclusion model. My husband said that in his old high school, the special education students were never seen because they had their own room that they stayed in all day, separated from all of the general education students. My husband did not even know their names. I do not think it is fair that they were secluded from everyone, and it probably made it hard for them to make new friends or interact with people who did not have any disabilities. Including students in the classroom, instead of isolating them, can be a argument supporting inclusion.

Two arguments against inclusion are that the “disabled children are not getting appropriate, specialized attention and care, and the regular students’ education is disrupted constantly” (Inclusion ProsCons, p.4).  A second argument would also be that the teachers are not trained well enough to handle the students with disabilities, so they will not know how to handle the different challenges that will come up in the classroom.

I bring up the teachers that do not feel well- trained, because I think that is one factor that fuels the inclusion debate. If the teachers feel inadequate, they are not going to want to support the full inclusion model. On the opposite side of the spectrum, I think that students with disabilities who do thrive in the inclusion model fuel the debate for inclusion. If the children with disabilities are thriving in an inclusion classroom, parents will support it. However, if the children have a bad experience, parents could fight against it. If students without disabilities are being disrupted, this can cause frustration for the general education parents. The possibilities for debate with inclusion seem to be endless!

               Overall, I think inclusion would most likely, and more often, be the best option for everyone for both school and extracurricular activities. If schools and extra-curricular activities have the proper supports in place, such as aides, I think inclusion can be successful. I keep thinking about the children at my church with disabilities as examples. If they were not included, not only would they miss out on experiences, but so would the people without disabilities. Everyone would miss out on valuable experiences if students with disabilities were excluded. 

Blog Post #3 - Inclusion/A Contemporary Challenge. What Is Your Perspective?

Participate:  SPED 6900 Blog first entry by Wednesday, 10/05/16 – 5 P.M. [EST] and make two additional entries by Friday, 10/07/16.

Please read the question and post your response regarding "Inclusion/A Contemporary Challenge.  What Is Your Perspective?”

SPED Blog Post #3:  Inclusion/A Contemporary Challenge.  What Is Your Perspective?

At the present time, the field of special education is confronting the challenge of calls for greater inclusion of individuals with disabilities into all aspects of society, especially general education programs.  The debate surrounding inclusion is emotionally charged.  What are some arguments for and against inclusion in our schools and society?  Can you share some factors that you believe contribute to and/or fuel this debate?  What is your perspective regarding the inclusion of children with disabilities in general education programs and schools' extra-curricular programs?

Make sure for your Module 3 response to the Discussion Board that you connect your initial post to course readings, course materials,

and professional and/or field experiences.  For blog posts - please note that we are restricted to 4,096 characters for our Blog entries.  For example a Tweet is limited to 140 characters.  An easy way to calculate how many characters/letters you have written for your Blog entry is to go to

http://www.lettercount.com/

and copy and past your Blog entry in their form - and it will automatically calculate how many characters are contained in your Blog response - before you try to copy and past on the SPED 6900 Blog.

Blog Post #2 - Agostino Ragazzino

What can we do to promote the social integration of students with exceptional learning needs? One word specifically comes to mind, Partnerships.
Education for All Handicapped Children Act (EAHCA), 1975, the backbone of special education, and the beginning of the partnership in the mid 1970's, with the belief that "all" children have the right to a free and appropriate education. This shift in basic thinking was the first movement to promoting the social integration of students with exceptional learning needs.
The framers of that Act realized that not only were these children educationally stigmatized but their social stigma affected them daily on Main St. This partnership between the Federal Government and Children with disabilities paved the way for not only educational integration but social integration. Prior to the introduction of LRE (least restrictive environment), the children with disabilities were outcasts both at home and at school and this forced integration changed that thinking. "...if separate but equal is not allowed with regard to race,neither should it be allowed to segregate students with disabilities from participating in public school settings." (Jimenez, Graf, 2002). This integration had broken down walls for these children that had existed for decades and called for immediate partnership between parents and educators alike. Like any partnerships they needed time to strenghthen and grow. 
We must take into consideration that not all partnerships are perfect and need a level of trust that does not always exist "...in many instances, schools and families interact within a culture of mistrust and intimidation." (Jimenez,Graf, 2002). We as educators must continually build those partnerships with administrators, parents and students, both with and without disabilities, is this is to work correctly and to its fullest potential. 
Unfortunately, even today stigmas continue to persist and exist, but there are resources which can be utilized that are authorized by IDEA and funded by the Department of Education. PTIs (parent training and information centers), CPRCs (community parent resource centers and others to assist the parents of children with disabilities. Of course for our children with disabilities,resources like "circle of friends-involves educators, parents, or peers inviting classmates to form a support network for students with a disability so that the student will have friends (Falvey, Forest, Pearpoint, & Rosenburg, 2002). These support groups can be the "in" that children with disabilities are looking for to feel just like the other children. It is our job to educate and partner with these types of resources to socially integrate our children. With these resources and the expansion of others the question of how to integrate children with disabilities may never need to be asked.

Blog Post #2 - Cassie Guerrieri

As someone who has been fortunate enough to work with students with ELN since I was in high school, I have many thoughts on this topic. When I was in high school I was able to volunteer at Fairhaven for their Special Olympics and that made a huge impact on me because I was able to see these individuals for all that they were, kids who were having fun. I feel as though if we want to promote the social integration of individuals with ELN we need to come up with various programs in which people of all ages get to spend time with those individuals. I know that more schools are trying to include students with ELN more and more in the extracurricular fields. It would be a great if the schools set up a program in which a typical peer could act as a guide/mentor to a student with ELN as additional support. This could not only act as a situation in which these students are able to have a social encounter but for both to have a greater understanding of each other. These moments can occur more often if we work hard at promoting these sort of programs. 
If a child is in a classroom for a period then pulled into a resource room, other peers do not have much opportunity to get to know a child especially if they are with their aid throughout that time. It is our duty as educators to allow the children to have time to work on ice breakers or just various fun activities to allow these students to see that they are all the same, despite their learning levels. In the book, Education for All, it is said that,“academic and behavior outcomes for students with disabilities in a school that used inclusive delivery of services to one that used a pull-out or resource model and found that students in the inclusive setting performed significantly better on a number of indicators” (pg 81). 
I recently watched the news in which an individual with autism won gold in the Paralympics this year. His new goal was to compete in the Olympics and his drive and desire proved that he would not stop until he would be there. His father spoke about how when he runs it was a way to escape his disability and he was just a kid. The club that he joined was for special needs individuals and this allowed him to meet individuals like himself and meet different “typical” individuals who run as well. His family did a wonderful job of making sure they gave him all of the opportunities a typical child would get and with that they allowed him to expand socially by putting him in “out there” and doing something that he loved. 
The more we include kids in what they love and give them a chance to do what they love it helps them feel great and builds their confidence so that when we integrate everyone they are confident and ready to succeed.

Blog Post #2 - Richard Wilkins

In a multi-dimensional society, one undergoes a litany of measures that contribute and influence, both positively and negatively, to one’s self-image. Consequently, proper social integration, especially amongst the exceptional, can play a crucial role in the development of one’s self-esteem, contribute to a reinforced foundation catalyzing constructive interpersonal relationships, and subsequently benefit academic performance resulting in greater success as the student transitions into various post-secondary environments. (Additionally, it is important to note the implementation of transition services is a contributing factor to the successful [1] integration into contemporary society, augmented productivity, and reductions in destructive behaviors (i.e., drugs, alcohol, and criminal activities). Therefore, a greater emphasis on transition would dramatically impact the social landscape of the United States.)

The National Association of Special Education Teachers published a piece entitled, Promoting Positive Social Interactions in an Inclusion Setting for Students with Learning Disabilities, and outlined several components to encourage a more harmonious society. Though it is not necessary to mention every aspect of the article, one should understand that effective communication is a key factor in facilitating a conducive academic environment while promoting a comprehensive social collective.

Effective communication is far more complicated than auditory dissertations, though. Its multi-faceted interpretations mean the dynamic nature of its use can be easily misconstrued. Therefore, as behaviors are essentially an act of emulation, educators must be cognizant of the myriad of impressions and temperaments they are portraying in order to personify the behaviors we expect the student to demonstrate.

Thus, as students weather the ongoing storm of development, proper guidance will act to calm the chaos while reshaping their reactionary responses. As a collective, integration of the populous will counteract many bigotries catalyzing societal difficulties and replace them with cohesive cooperation. Given that the entire society is a product of interpersonal relationships, the benefits of proper communication are enormous.

This leads us to The Principle of Normalization in Human Services (Jimenez and Graf, 2008, pg. 40). Developed in 1972, by Wolf Wolfsenberger, The Principle of Normalization in Human Services accents homogony amongst the populous by encouraging inclusion; therefore, diminishing the opportunity of prejudice amongst the population. In other words, through direct exposure to a disability, experience will assist the surrounding stigmas to evaporate. One particular use occurred with a student named Jason McElwain. Jason is a basketball player with autism at Greece Athena High School in Rochester, N.Y.. More specifically, he was the team’s manager until the coach decided to place him in a game. Jason excelled with a flurry of successful three-points attempts, and the support of his classmates. His story not only inspired a school, but countless others, as his story was retold over various media outlets. Jason’s coach modeled proper behavior that benefited not only Jason, but the entire social collective of Greece Athena High School.

If nothing else is gained from this information, one must grasp that students are a reflection of their surroundings. In some cases, their reflection illustrates a landscape that has been neglected through various extenuating circumstances. However, as educators we must remember that a reflection is just that—a reflection. Our goal must be to shape the actual individual, as that is the malleable organism.  By modeling the expectations of society, the student will be guided through the tribulations of their teens.

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Blog Post #2: Danielle Leigh

The Individuals with Disabilities Education Act (IDEA) does not require inclusion. However, the law does require that children with disabilities must, to the maximum extent appropriate, be educated in the least restrictive environment.  Through my experience in Warren and in Hubbard I got to see the gradual shift from students with exceptional learning needs (ELN) being isolated in resource rooms to fully included in general education classes.  This was a major change for a lot of teachers and students and with change comes a lot of skepticism.  As a society, in today’s world, the thought of change to many, is frightening. When people are frightened their openness to anything new is diminished.  I think for most people the biggest obstacle they have to overcome in promoting acceptance and integration of students with ELN is change and being educated about the topic.

While in Warren I was a part of many district and building changes, one of them being including all kids as much as possible.  Because Warren’s special education department gets audited frequently by the state they were always up to date on the law and making sure it was being followed.  Although it was not easy for all teachers when full inclusion started, over time (three years) when teachers were provided with more support, education, and experience this challenge became easier and an expectation for all teachers and students.  With the change came positive peer relationships and educational gains with all students.  Both typical and students with ELN benefited from being in the classroom together.  Many of my students who were emotionally disturbed did better in the generally education classroom because they had the opportunity to see how typical peers behaved. This is also supported by Wolfensberger study that inclusion helps, “To establish and/or maintain personal behaviors which are as culturally normative as possible.” (Wolfensberger, 1972).

Also, while I was in Warren I was fortunate enough to be part of a state pilot program.  The state picked districts in Ohio to be part of a program, facilitated by the districts state support team, that allowed special education parents and intervention specialists to come together to better support one another, with hopes to eventually hold meetings with general educators and parents of typical students. This approach is also supported by many researchers that said parents with special education students did not feel supported (Johnson, Duffett, Farkas, & Wilson, 2002; Gargiulo, 2012).  I think this program if it takes off, would greatly help integrate students with ELN in schools and communities.

In my current district, although I was not there for the implementation of all students, but from talking and providing support to many teachers it was done poorly.  It was difficult for me to make the adjustment that not everyone viewed students with ELN should be in the general education classroom as an expectation.  Often times I was educating the principals on special education law, as they admitted they did not have much background or knowledge on special education.  Because all teachers and principals were not educated or prepared to have all students in their classes it became a negative experience for many teachers and students.  This created a major divide between the special education department and general education department.  Hopefully, like all change, with time, it will become an expectation in the district.

Through my experience I believe the culture of a building may be one of the most important changes in the success of integrating students with ELN in a district/school.  I have noticed throughout my career with many principals, the impact a leader can have on the school environment. Who principals are as people, what they believe, and what they know and are able to do, significantly influences the teachers to change in the school.  Comparing the two districts I have been in, the principal’s education of special education has significant impact on special education in the building.  The integration of students with ELN in schools needs to become an expectation not an option and we need to better educate administration and teachers.  With that being said more professional development needs to be provided for teachers.  This is also stated in IDEA as a support and service to include “support and training to staff that work with that student.”  Once schools make the change the community becomes more accepting to the change. According to the U.S. Department of Education, “The importance of holding all students, including students with disabilities, to high standards cannot be overemphasized.” Right now, because the nation is mandating all students be included and holding students with ELN to a higher standard, our society is already changing.  When students in today’s schools grow up they will be more comfortable with individuals with disabilities in society.