Blog #3 Debbie Berni

One of the biggest arguments for inclusion is that schools follow the law.  One of the six principles in IDEA 2004 is least restrictive environment, which is often the general education classroom.  In the Dr. Dove’s Trends in Placement Issues PowerPoint, she explained that many schools face legal battles when they do not have evidence of their attempts to place students in general education settings. Schools that follow the law will support inclusion for students with disabilities.

Another argument for inclusion is the social benefit that students with disabilities gain by being part of a general education program.  In the YouTube video Including Samuel Preview, Keith Jones shared his observations about students with disabilities who were segregated when he stated that, “You cannot box people into a room 20’X20’ for 8 hours a day and ship them off into the world and expect them to have social interaction skills.”  When students with disabilities are permitted to be included in the general education program, their social skills improve as they interact with same-age peers. 

One argument against inclusion results from fear that the general education teacher would need to move at a slower pace to accommodate the learning style of the students with disabilities. Doing so could hold back the other students in the general education population.  Parents may worry that their child would not receive the best possible education if they were placed in an inclusive classroom.

One of the biggest contributors to the inclusion debate is how well the inclusion program is implemented in the school.  Our textbook, Education For All, discusses the effects of poor implementation when it says ‘”other studies offer a warning that lack of leadership and a top-down approach to implementing an inclusive program can lead to negative outcomes” (Jimenz and Graf, 2004, p.84).  The way that teachers are included in the discussion of inclusion is key to their support of and willingness to work towards the best inclusive environment for students.  If teachers were given valuable professional development about inclusion, they would be more willing to work towards collaboration and a positive inclusive environment for all students.

How well the general education teacher and special education teacher work together is another factor that contributes to the inclusion debate.  If the two “sides” do not work well together, inclusion may be seen as a failure.  If the general education teacher does not make the special education teacher feel welcome in the general education room, the special education teacher will not feel safe to contribute to the class.  Also, each “side” needs to remember that they are both professionals with a degree.  Each teacher has something special to contribute to the class.

In my experience as a middle school math teacher, I believe that students with mild to moderate disabilities can benefit from being educated in the general education program.  Given the correct modifications and accommodations, I have personally seen many students with mild to moderate disabilities be very successful in my classroom.  They were able to meet their yearly goals and also earn a passing score on the state mathematics assessments. 

I have also seen many students with disabilities excel in a variety of extra-curricular activities from athletics to the fine arts.  For the students who struggle academically, I am happy that they have an opportunity to pursue a positive activity.