Inclusion/ A Contemporary Challenge. What is your perspective

Inclusion has many different positive and negative looks in the general
classroom. I believe that inclusion is one of the best practices for most children with
a disability, if it is appropriate for that child. Also, children without disabilities do
benefit from inclusion as well.

Teachers are thinking about the different ways to teach a lesson when a child
with a disability is in the classroom so that they are able to understanding the lesson
and learning. While the teacher is doing this, they are helping the children without a
disability see it in many different situations as well. For instance, if a teacher is
teaching math, they may only teach it one way when a child without a disability is
not in the classroom. If they teach it many different ways, and even a bit slower
when the child with a disability is in the classroom, the others are able to take their
time and learn at the right speed as well. Not every child learns the same way,
therefore when a teacher is teaching a lesson many different ways because they
think they are only helping the child with a disability they are wrong. They are
helping many students.

In the classroom I interned with, all children truly benefited from the songs
we say. At the beginning of the one video SONG FOR ALL THE CHILDREN - Inclusion
for all the children there were teachers and students singing and walking in a circle.
We did this in the classroom and everyone loved it. The child with a disability struggled at first, but after a few days she was able to really enjoy it with her friends around her. They sang louder and louder every day, and wanted to start different songs if they were starting to get use to the old ones. The songs we sang were about the days of the week, or animals, or other different information that was guided towards learning. The children didn’t realize they were learning so much because
they focused on singing. We knew they understood the words in the song because
we would later have class and ask them the days of the week and they would sing
the song quietly and then tell us them.

Although I have seen the children in the classroom  benefit from inclusion,
sometimes inclusion is not good for a child. If children are unable to learn to their
best ability in the inclusion classroom, then they should not be in the general
classroom. It is best for them to be in a different learning environment. The article
Inclusion: The Pros and Cons stated “after making the point quite clear that services
to the disabled, including various placement options besides the regular classroom,
are to be tailored to individual student need that the policy actually addresses
inclusion.” I truly enjoyed this statement from the article because not every child
with a disability is best in the general classroom. The staff and parents of the child
need to understand the child with the disability and fully understand what is the
best learning environment for them.

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

Inclusive schooling is a very contentious topic.  There are many arguments for and against inclusion that make it difficult for schools to come to an overwhelming decision about either in support or against inclusion. 

                There are many arguments in support of inclusive schooling.  The YouTube video, Inclusive Education: We're All in This Together (Brieann Woods, 2008), states that “inclusive education teaches patience, compassion, and support for their peers”.  Inclusive schooling also helps “avoid labeling and segregated placement” (Jimenez and Graf, 2008). 

The YouTube video, Are You Happy? The Story of Morgan Warren (Raewyn Mundhenk, 2007), is a great example of a young girl that thrives in the inclusive setting.  Morgan is motivated by the other children in her classes.  She wants to do what the other children are doing and she enjoys spending time with them.  The other non-identified students look out for Morgan, and make sure she is doing what she is supposed to be doing and goes where she is supposed to go.  They take a protective role in their relationship.  These social interactions with the other students will help her in society as well.  She is learning how to socially integrate and she can take those lessons into society.  Not only is inclusion helpful for the special education students, but the non-identified students learn that people are different, and they learn how to interact in different situations, and how to treat everyone with respect.

                There are also opponents of inclusion.  An argument in opposition is that high level classes that are at a higher degree of educational difficulty are difficult to modify and make appropriate for students that cannot learn as easily as non-identified students.  Either the teacher has to slow the pace down to accommodate the special education students, or the special education students will not be able to keep up with the pace of the class.  Also, some special education students can become a distraction to other students.  For example, a student with ADHD tapping his pencil on his desk the entire class could be distracting to others, but uncontrollable to that student.  Also, some general education teachers may not be knowledgeable on special education techniques, and that could withhold the progress of special education students.  General education teachers may not know how to accommodate or teach special needs students, and that can become frustrating not only to the other special education students, but the teachers and other students as well.

                There are many factors that contribute to this debate.  Parents, for one, want what is best for their child.  Their child’s level of functionality could influence their perspective of inclusive schooling.  They may or may not believe inclusion is what is best for their child, and not take other children’s education into account.  They could believe that what is best for their child is best for all special needs children.  Also, teachers, both general education and special education, have their opinions on inclusion.  Teachers see inclusive environments first-hand, and depending on their individual experience, they form their own opinions and fuel the debate.

                In my limited experience, I am a proponent of inclusion in general education and extracurricular activities.  As a basketball and golf coach, I believe that I can include special education students in either sport in some aspect.  Students with limited physical ability that are unable to fully participate in the sport can help do other things that will still make them parts of the team.  They can be score keepers for example.  If their passion to be involved in a sport is high, then I believe I can find some way for them to be a part of the team.  It is good for special education students to interact with their peers outside of the classroom, and form relationships that sports can help facilitate.  

Candel SPED Blog Post #3

As I sit down to write this blog post, I am troubled by a conversation I had with my uncle yesterday. You see, my Uncle Chuck has been teaching for close to forty years in both public and private education systems. Every time we get together he likes to share with me all of his experiences with the students diagnosed with autism in his school. I never mind discussing this with him, but this time he said something that really struck a nerve with me. Perhaps it was because of our recent discussions in class regarding inclusion and the like, but I didn’t like it. My uncle told me a story about this young teen boy in the class room across from his room that was making a lot of noise.  I guess he was screaming and generally being very disruptive in the hallway. Then, the student proceeded to escalate his disruptive behavior by opening my uncles class room lockers and messing them up quite a bit. Here’s where I get bothered by this story. After 40 years in the field, my uncle decides at that moment that the best thing to do is go into the hallway and yell at the child with ASD, as if in the middle of a meltdown, this student is going to be able to regulate his behavior and just stop. So, I’m sitting there in my dining room looking at him wondering what and how to say anything at this moment without seeming like a young, college know-it-all. Unfortunately, I don’t have to say anything because my uncle then says he wishes they would get “them” out of his area and let him teach. WOW!!!! And there it is!!! The point of this story in one statement: ”Get them out of my area and let me teach.” As long as general education teachers continue to have the attitude that children with special needs are a burden or are too disruptive, inclusion will continue to flop around like a fish out of water. Personally, from my experience, it seems like they aren’t trained adequately to handle the needs of children with various disabilities. Obviously, I am generalizing a lot and I admit there are plenty of talented educators out there that do a fabulous job with the students they have in all-inclusive settings. However, generally speaking more times than not, Gen. Ed. Teachers will tell you that unless they get support in the form of an aide or co-teacher, they would rather not go the way of inclusion.  Again, you asked for my perspective. When you read these books and see articles online, it sometimes appears that things are working out. They highlight a few success stories and attempt to convince you that mainstreaming your child is the way to go. In theory, I whole-heartedly agree with that notion. However, having witnessed many, many families go through the struggles of having their child being bullied year after year for being different, I have my reservations about supporting it. Additionally, there’s always a concern with the student falling behind academically if they aren’t provided the right amount of support.

I realize my point of view is very pessimistic. Unfortunately, that’s how my experience has shaped my attitude and behavior regarding inclusion. My hope, if there is one, is that going through this graduate program will reshape my attitude and convince me that there is a chance for inclusion as a model to be successful in our school systems. Also, we need old timers like my uncle to retire and move out of the way for more open-minded and willing teachers to make this work.

Inclusion/ A Contemporary Challenge. What is your perspective

The debate surrounding inclusion as previously stated, is one that is emotionally charged. The emotions can range from anger, to disappointment, to extreme happiness or frustration. These emotions can cause mistrust and contention between the parents and the educators.

            When we are looking at why children should be in an inclusion classroom, according to Exceptional Lives (2015), children with special needs were more likely to graduate from high school and had better communication skills and a larger percent went on to gain a post-secondary education. In Education for all (2008), many of the students that were interviewed had been in an inclusion classroom were going on to gain post-secondary degrees. These children were more included with their peers, had better language skills, improved behavior and better self-esteem.  Many of the students advocated for themselves because they were treated more as equals than if they were in strictly a special education classroom. Students that are in a classroom with individuals that have disabilities, are more likely to accept these individuals they will be able to form friendships and develop positive attitudes, acceptance, and tolerance for the individuals with disabilities 

            Fueling the debate for not having children in an inclusion classroom, the administrators are using the general education classroom to try and save money and not provide the needed services to these individuals. As I am learning more and not being in a classroom, I am gaining the insight of other teachers. I talked to Jessica, who teaches at a charter school and she has one child, who, she feels, should be in a special education classroom. She stated he is further behind the other children and it distracted the others when she has to go back to the beginning and show him again. She also feels that going through a general education degree program, she is not qualified to teach this particular child. In this setting, a team teaching effort would be effective for this student and the other students. As some parents and administrators had said, they were concerned that if the student was not in a special education class the services needed would be either, no longer available or they would be more difficult to obtain. As Jessica stated, she feels this individual is not receiving the services needed and is not receiving the one on one attention that he desperately needs.

            My perspective, I am for inclusion of children with disabilities in the general education programs and extra-curricular programs. I believe these children deserve the same rights as the typical child. I understand it is going to take work on everyone’s part, but they are individuals with interests just like anyone else. With the required services and the work of the parents, staff and service providers, anything is possible. In the videos from this module about Sam and Are you happy? The Story of Morgan Warren both of these children were treated with respect from their peers and included in extra-curricular activities. Morgan was shown singing at what looked like a choir concert. These kids should be included, to the fullest extent that they are able to.

Blog #3 Inclusion/ A Contemporary Challenge. What is your perspective?

One major argument for the inclusion of special education into general education programs is stated in Education For All it says “The history of separateness from general education, combined with a constant yet contradictory pressure to avoid labeling and segregated placement, makes inclusive schooling a contentious issue within special education” (pg 71). Families and educators who support inclusion want students with special needs to be included in the same aspect of education and life as typical students, but in the same sense they need special services in order to acquire these opportunities, which makes them always viewed as different.

Some teachers argue that the change of inclusion is too difficult and not what they had hoped for their classroom. A general education teacher may have not chosen to get certified in special education because they may not have the patience or understanding of the skills needed to teach a student with special needs. This was a choice given to us when we signed up for college and took our classes. However, now with inclusion, if a student is entered into our classroom that requires special needs it is no longer our choice, we must receive additional training, plan instruction, and teach students on a different scope of learning. With testing requirements the way they are today, not only is that teacher responsible for successfully teaching all of her students but she is also held accountable for making sure the data shows growth in order to consider herself viewed as a good teacher. I saw this frustration recently, a general education teacher did not truly understand how to teach her students with special needs and relied mainly on the intervention specialist to work with these students, but when it all came down to it, all the assistance the intervention specialist gave the students was useless when it came to the standardized tests. On a daily basis the students had classwork and tests read to them and extra explanations to help them understand but on test day the student were given headsets and told to press start. It is a scary idea for a teacher to know that the results of these test will affect their reputation and sometimes their jobs. I do not believe that any good educator is against inclusion because they do not believe students with special needs deserve and are entitled to an education, I just feel all the outside factors that are brought onto them with inclusion is an additional stress they are not always comfortable with.

As a parent if I was put into the place where my child was born with a disability, I would want to open up the world to them and have my child treated equally in education and life. Parents want nothing to hold back the opportunities for their children, including a disability, and because of this inclusion is very important to them. Just like we saw in the video The Story of Morgan Warren, her mother viewed inclusion as something that brought her daughter to life. All the support and experiences Morgan had in school gave her the opportunity to make friends with students that she would of never shared any time with if there was no inclusion. Not only did it benefit Morgan but also the other students in the classroom where given the chance to learn about Morgan and her disability, while they still understood she was different they accepted her as one of their classmates. In Education For All we learned about a mother Sandra who went into a IEP meeting and said “My interest is my child and I’m not willing to negotiate my child’s education” (pg 109). With the stories I have read in our book, I have learned that parents have so much to deal with when they have a student with special needs including making sure they are getting the best medical treatment, having what the child needs at home for daily living, and finding places in the community that support their child’s disability that seeing they get something as important and expected in life as an education should not be a fight.

As a educator and a parent I can see why the change to inclusive classrooms brings so much controversy, however I completely support inclusion. I went into education with the belief that I wanted to be a teacher that will do all it takes to teach any student in my classroom. This belief is why I am adding special education to my licensure. Once I learned about inclusion on a different level I know I have a lot to learn about and am willing to do what it takes to welcome and teach any student into my classroom regardless of whether or not they require special services, more of my time, or me co-teaching with another teacher in order to do so.

Blog Post #3) Inclusion/ A Contemporary Challenge. What is your perspective? Ronghi

Some arguments for inclusion are that it recognizes diversity and embraces it. For example, students can see that a student with cerebral palsy looks different but is still part of the classroom community. Students learn that he/she can be friends with students with disabilities and see they are just like them but require modifications/accommodations to succeed in a general education classroom. Inclusion teaches patience, compassion, and support for their peers. It also lets all children come together in learning and cooperation. Inclusion is real world meaning that people with disabilities are not separated from regular people. We co-exist; as a result, it is important that students with disabilities are together with regular education students so they learn to work together. In 1994, CEC made a policy statement on inclusion, saying that young adults with disabilities are entitled to FAPE 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. I believe being in a classroom among typical peers will help lead students with disabilities to a successful adult life among society. I believe students with disabilities should have access to general education classrooms and extracurricular programs. There are some circumstances in which some students with severe disabilities would not benefit from inclusion because developmentally they are not ready yet. They would benefit from a classroom that focuses on life skills. Some arguments against inclusion are that classroom teachers lack resources, training, and other supports to teach students with disabilities in the classroom. Also, students with disabilities are not getting “specialized attention and care” and regular education students are disrupted constantly. Some parents are worried that their children will be ridiculed by other students in the regular education classroom. I believe schools do inclusion differently as a result I think that is why there is mixed reviews on inclusion. Some schools have teachers with no training/background on inclusion as a result the classroom is not ran properly. I think these are some factors that contribute to fuel the “inclusion debate.”

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

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

Participate:  SPED 6900 Blog first entry by Wednesday, 9/30/15 – 5 P.M. [EST] and make two additional entries by Friday, 10/02/15.

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?

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