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The inclusion of special education students in the regular classroom is a very controversial topic. Some feel that students benefit from inclusion in the classroom and that it is best for all students. Others may feel that inclusion of special education students in the classroom only hurts the development of both special education and regular classroom students. I feel the inclusion of special education students in the regular classroom has positive effects on both special education and regular classroom students. Inclusion of special education students in the regular classroom benefits students in several ways. By law, students need to be placed in their “least restrictive environment” (Glazer, 1999). This means that all students, whether special education or regular, get a chance to have equal education. The idea of putting all kinds of students together helps to lose the image of being different or secluded from everyone else. Students who are put in special classes may feel as though they are different than others and that they do not belong (Lipsitt, 1998). When putting the students all together in an inclusion classroom, all the students get to interact with one another and feel a sense of belonging to the class. Many students may need special attention and teaching, but do not receive it because they are not labeled as “disabled” (Knight 1999). Children are either labeled as “disabled” or “not disabled” and there is no real in between for the students who struggle but are not completely handicap. Inclusion in the classroom helps the teacher to look at each student and assess their best way of learning more carefully. The children who may need special help but are not “disabled” will receive more help from the teachers in an inclusion classroom than a regular classroom. The reason for this may be because the teachers in a regular classroom might assume that all of their children are capable of learning the same way or with ease, while the inclusion teachers will assess each child for their learning abilities (Knight 1999). It is difficult for an inclusion class teacher to make sure he/she takes care of each individual student’s needs. The teacher needs to follow many guidelines to help make sure each child receives the maximum education possible. These classrooms will probably include a special education teacher to help out with the special students. The teachers need to communicate often with one another and be willing to work together. In order to keep the students from getting confused, the teachers should agree upon a certain type of teaching (Bruneau-Balderrama, 1997). The teachers must agree that inclusion is good and must be flexible with each individual’s needs and sensitive towards the student’s emotions. The teachers may need to work out goals for each student and may need to use different teaching approaches (Knight, 1999). The parents must also be involved in the child’s schooling and communicate often with the teachers (Bruneau-Balderrama, 1997). There are many teachers who may feel inclusion is a bad thing. They may say they are not properly trained to teach special education students. The article titled “Mainstreaming: From Compliance to Quality” states that a study shows that many of the teachers who claim they are not properly trained have not taken advantage of the training being offered to them (Biklen, 1985). Teachers need to be willing to attend trainings and work with others so they can get comfortable with special education students being in their classrooms. Other teachers may feel that all the students are not getting the individual attention they may require. If teachers remain flexible and work with cooperating teachers, they will get the help they need and be able to give the needed amount of attention to all students (Bruneau-Balderrama, 1997). If a child is extremely severe in their handicap and does bring large problems to the class, the teacher may need to seek help for that child. It is possible that all children may not be best in inclusion classrooms. Certain students may be more excluded than included in inclusion classrooms. This may be because of the students needs and that they are not able to be met in a regular classroom (Knight, 1999). There are certain students whose “least restrictive environment” may be a special classroom (Glazer, 1999). An example of this is in the article titled “Inclusion Harmed Johnny’s Education” (Redmon, 1995). This teacher tells of a student who would continually disrupt the class with bad behavior and would make the teacher chase after him leaving her other students unattended. The students then began to copy this child’s bad behavior. When the student was finally removed from the class and put into a special education classroom, the teacher felt she had to start all over with the class because of Johnny’s actions (Redmon, 1995). This is an example of a student whose “least restrictive environment” may be a special classroom. Overall, inclusion of special education students in the classroom is important and should be practiced. There may be certain situations in which a student may be best in a special classroom, but with cooperative teachers, inclusion is very positive. I recommend that students be gradually brought into inclusion classrooms. I also recommend that a classroom with several kinds of special students should include special education teachers to help work with individual students and their needs. Inclusion classrooms bring our children together and give them a chance to work as a whole as they will in the real world.
References Bilken, Douglas. “Mainstreaming: Compliance to Quality.” Journal of Learning Disabilities. 18 (January 1985): 58-61. Bruneau-Balderrame, Odette. “Inclusion: Making It Work for Teachers, Too.” Clearing House. 70 (July/August 1997): 328-330 Glazer, Susan Mandel. “Mainstreaming: What Does It Mean?” Teaching PreK-8. 30 (September 1999): 134-135. Knight, Bruce Allen. “Towards Inclusion of Students with Special Educational Needs in the Regular Classroom.” Support for Learning. 14 (1999): 3-6. Lipsitt, Ann D. “A Teacher’s View: Inclusion Has Helped Everyone Involved.” Brown University Child & Adolescent Behavior Letter. 14 (February 1998): 1-3. Redmon, Caroline. “Inclusion Harmed Johnny’s Education” Education Week. 14 (February 1995): 31-32.
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