In Education for All: Critical Issues in the Education of Children and Youth with Disabilities, Jimeniz and Graf (2008) place recognition for the legislations to the “parent’s desire for their child’s social acceptance and learning that they could use to navigate in the real world as adults” for an inclusive education (p 52). An inclusive education can take on many different models depending on the needs of the student. In my professional experience, students are placed in the general education classroom for the full day with few to no classes in the resource room. Kids are “included” in the classrooms, meaning they have a seat within that room, but not necessarily feeling like a “part” in the room. Teachers provide accommodations within the classroom or modification of the curriculum. They commit the extra time to adapting their lessons to the learning styles within the classroom. The trouble I see is with the acceptance of their peers. Students at the middle school seem to accept students with physical disabilities, or even those students with autism, with open arms They help them to classes, sit with them at lunch, and joke with them in the classroom. It is the students with learning disabilities, emotional disabilities, or even those with ADHD that their peers often do not show the compassion or understanding to include them within the school building. Their peers do not see the actual disabilities and view those learners as disruptive, noncompliant, and holding them back from progressing. It is the school’s job to promote the positive interactions.
According to Exceptional Lives: Special Education in Today’s Schools, authors explain what one teacher or classmate may find is that a student is often disrupting other students when he/she needs to be working independently. The student may be misreading social cues and interprets nonverbal facial gestures or even verbal inflections incorrectly. Students need to be seated near a peer role model to establish a relationship so they can practice specific social cues (A. Turnbull, R. Turnbull, Wehmeyer, & Shogran, 2016). Often times schools have social groups conducted by the speech and language therapists that helps the students practice these behaviors after viewing videos and watching their expressions in a mirror. Teachers even have students with disabilities come in and eat lunch with some of their peers to model conversations that are “typical” of their age group.
Outside of the classroom, students with disabilities are entitled to participate in nonacademic/extracurricular activities with his/her nondisabled peers in accordance to the individualized education plan(IEP). These activities can be academic and special interest clubs such as drama, chess, chorus, and even sports teams. A perfect example is Jason McElwain and his dedication to the sport of basketball. He began practicing with the team, becoming a team manager, and eventually entering a basketball game. Coaches and instructors need to promote more experiences for students with disabilities in the community. As mentioned in the ESPN video clip highlighting Jason McElwain and his 20 point basketball game, Magic Johnson states, “That was his moment to shine. That was his moment to say ...‘I’m just a regular kid, doing regular kid things’ ” (Go Bucks, 2008).
Kristin, I can relate so much to your acknowledgment of the acceptance of students with exceptional learning needs by their peers, especially at the middle school level. In my experience and observations, students, although at varying maturity levels, can either accept students with ELN wholeheartedly or push them away emotionally, for “fear of the unknown”. Some students are often are reluctant to reach out to others with exceptional learning needs, while other students display empathy and care for these students. Luckily, in the past, I’ve only encountered a handful of unpleasant experiences. However, I agree with you in that students with physical disabilities are more likely to be accepted by their peers than students with SLD, or ADHD. I truly believe that modeling acceptance for students promotes integration.
ReplyDeleteKristen, I agree with you about inclusion. It is so important to include the children with disabilities with the general education classes as much as possible and little time in the resource room. This builds a sense of belonging, self-esteem, and independence skills. Students with ELN are very often treated differently and sometimes made fun of but I feel if these students were in inclusion more, that the others classmates would be more receptive to them. I believe including students with ELN in everything in school, sports, or any other activities, and treating them equally shows acceptance and promotes social integration.
ReplyDeleteKristen, I loved reading your blog. I agree with you when it comes to inclusion. I have seen so many students through the years not feeling accepted and with low self esteem because of it. This made them miss a lot of school and end up repeating grades. This was a viscous cycle that never helped them. One of the students I seen this happen to is now an adult and has a difficult time functioning in the "real world" as some would say, but is this his fault or the failure of out educational system? I feel that if this student was made to feel like he belonged and was wanted in the majority of his classes his life would have turned out much differently. This just shows how important social integration can be.
ReplyDeleteMany times throughout the year I am saddened because I do feel that we, the entire educational system, are failing the student. It makes me ask...Are we doing what is right?
Delete