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.

Blog #3: 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.  With that being said, by law, the majority of students with disabilities should be getting educated in the general education classroom.  While there are many arguments for and against inclusion, what is best for all kids?

When talking about the pros of inclusion, Keith Jones really put a picture in my head when he said “you cannot box people up in a room 20x20, 8 hrs. a day and then ship them off to the world and expect them to have social interactions.”  In a study done by Woldensberger, inclusion helps, to establish and/or maintain personal behaviors which are as culturally normative as possible.” (Wolfensberger, 1972).  Students with disabilities need to be able to see how their typical peers interact, so they know what is appropriate.  Besides improving behaviors, inclusion, also raises student achievement and closes the gap for students with disabilities. When students with disabilities are able to have and hear good conversations with their typically peers at many levels, they are able to gain considerably more knowledge then being in a resource room with students at their same level.  In inclusion, students without a disability are able to learn how to interact with them and gain an understanding of how students with disabilities behave and learn.  Another advantage to inclusion is you have two teachers in the room, in most cases are willing to help anyone who needs it.  I believe when inclusion is done right it has many positive effects for students with disabilities and without.

                  When I see the cons to inclusion, I really only see excuses.  I believe most of the time when districts implement inclusion, it is done poorly which creates a negative attitude.  Like Carol Ward (teacher) said in the video, “I did not have formal or informal training to have these students in my class.”  I do agree the majority of schools do not provide enough support/training to teachers to help them teach in a co-teaching environment. According to the Council for Exception Children, “Such setting should be strengthened and supported by an infusion of specially trained personnel and other appropriate supportive practices according to the individual needs of the child (Council for Exceptional Children, 1994, pp. 5-6).”  But, beecause Carol did not have enough education to teach inclusion, like most teachers she has already set an expectation for “these students” in her head, which has an effect on how she teaches them, that they have a lower expectation in her classroom than typical students.   In my opinion if you are not teaching to the struggling student in you room, you are probably not reaching the majority of your class either. 

I have seen first-hand inclusion work successfully. While I was working in Warren I had a student that was emotionally disturbed and academically low and since Warren includes the majority of students, this student was in my inclusion classroom.  He would scream obscenities, throw furniture, and bother other students on a daily basis.  I had a really good relationship with my co-teacher and we had already built a good classroom environment, but she was getting worried that the student’s behavior was hurting the education of the other student’s in the class.  So we decided to have a class meeting and get the other students opinion on the situation.  To our surprise the majority of the class said the student was part of our class and they wanted to help him succeed.  Our class ended up having one of the highest test scores in the district that year. I believe when students are put in the right environment all students can succeed.  The advantages outweigh the disadvantages for inclusion and this shouldn’t really be a debate; it is the law.

Blog #3

Inclusion is defined as the action or state of including or being included within a group or structure. In the case of education it has become a heated discussion. We are taking the special education labels away from those students. The ability for these students to have a normal educational experience has done wonders for their self worth, their social growth, and their learning opportunities, given the ability to be done correctly. The regulations call for “inclusion”, but each school district is to implement this in their own way, that gives great flexibility, though each district must pay for these services themselves. Being done correctly comes with a price, if inclusion is to do our students justice, special educators must be available. I haven't been in the educational arena very long at all, but what I have seen is quite disturbing. Special educators, great teachers being utilized as "aides", not having adequate work spaces, and most importantly, not enough special educators to handle the work load. Is it expensive? Yes. We mustn't forget the reason for the expense.

With all the discussion and the pros and cons of inclusion, studies continue to show...when done correctly special education students flourish as do their counterparts in general education. We must continue to be advocates for all students.

Blog Post #3: Ralph Rich

     As we progress through this course and examine the knowledge we’ve gained thus far about students with disabilities and the overall effect inclusion has on their lives, the list would be ongoing. Inclusion helps to bridge the gap between students with disabilities and students without disabilities. Inclusion provides children with disabilities an opportunity for a more normal life, the forming of relationships, a classroom learning environment, an everyday routine, and opportunities to participate in extracurricular activities, whether it be sports, clubs, theater, or just an invitation to a fellow classmate’s birthday party. Inclusion does what it says it will do, it includes the children with disabilities, hence the name.

     But what about the opposing viewpoint, not to sound contrary. What about the students without disabilities? How does inclusion affect them? According to Constantinescu and Samuels (2016), studies have shown that students learning in the same classroom with students with disabilities have performed poorer in math and reading from Kindergarten-first grade, have had more absences, behavioral issues and struggled socially (Constantinescu & Samuels 2016, para. 3). This is not to say that the method of inclusion should be discontinued. There is still much agreement on the benefits of inclusion that yield positive results for students with disabilities in relationships, peer interaction, socialness, and of course, academics (Constantinescu & Samuels 2016, para. 18).

     University of Wisconsin-Madison professor Jason Fletcher describes the struggles of students without disabilities as the “spillover effect” in an inclusion setting (Constantinescu & Samuels 2016, para. 12). The student with the disability may affect the student without a disability in a negative way, which may not be obvious to a general education teacher. This addresses the next concern in regards to the training of general education teachers. George Sugai, co-director of the National Center for Positive Behavioral Interventions and Supports funds a partnership between the schools and the NCPBIS to provide extra training and support to arm teachers with knowledge and effective tools to best help all students in their classroom (Constantinescu and Samuels 2016, paras. 25, 27).

     Inclusion has many benefits in the classroom. In a previous paper, I noted the positive effects inclusion had on students without disabilities, such as students taking on leadership roles, and children that were at one time silent becoming more vocal. There will always be advantages and disadvantages to everything. For inclusion, the advantages outweigh the disadvantages.

 

Constantinescu, Carmen & Samuels, Christina A. (6 September 2016). Studies flag potential downside to inclusion. Education Week. Retrieved 2 October 2016.

Blog Post #3: Andrea Barber

            There are many arguments for and against inclusion in our school and society.   A common criticism of special education deals with “labeling effects” on the students with disabilities.  Inclusion standard-bearers say that labeling a student as “special” lowers expectations and self-esteem (Will, 1986).  On the other hand, “pull out” programs “has left many students feeling that they don’t belong in general education classrooms or the special education classrooms” (National Association of School Board of Education,1992).  Another argument for inclusion is that “there is now substantial evidence that most, if not all, children with disabilities, including children with very severe disabilities, can be educated appropriately without being isolation from peers who do not have disabilities” (Ringer & Kerr, 1988, p.6).        

            The Council of Exceptional Children believes that all children, youth, and young adults with disabilities are entitled to a free and appropriate education and/or services that lead to an adult life characterized by satisfying relations with others, independent living, productive engagement in the community, and participation in society at large (CEC’s Policy Statement, 1994).

            From my experience so far in the school system and from inclusive research  focusing on teacher perceptions of inclusion education meeting the needs of students with disabilities, the results I read are accurate.  Majority of the teachers are in favor of the concept of inclusion but not always practicing inclusive schooling.  Most teachers feel they don’t have time, adequate training, or expertise to meet the needs of  exceptional learners (Baker & Zigmond, 1990).

             There are many positive results from inclusion.  As stated in the mandate for a least restrictive environment, 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.  Federal regulations require that students with disabilities be educated with their nondisabled peers to the maximum extent possible (Jimenez & Graf). 

            In my opinion, working in a special education program as an educational aid, I can see both sides of the spectrum.  We have some students who come into our resource room most of the day except for specials (music, gym, lunch, art, recess) and we also have some students who stay in inclusion the majority of the day.  I feel it depends on the severity of the students’ disability as to being inclusive the majority of the school day, or to be in the resource room to benefit their educational needs.  Students are pulled for speech, OT, PT, etc throughout the day depending on their IEP needs.   As a parent I feel that I  would want my child to be included in as much as possible, if not all, in a general education setting. Inclusion in schools gives the students with disabilities normalization, and it eliminates the divide between special education and general education.