Information Avenue Archives

Inclusion

Introduction

As your child approaches the school years, you will begin to hear the term "inclusion" in your meetings, as it has become a very popular and widespread method of teaching children with special needs. Inclusion is defined as "the practice of providing a child with disabilities with his or her education within the general education classroom, with the supports and accommodations needed for that student." The term "mainstreaming" is often times confused with inclusion in that it also involves providing a child with special needs an education in a general education classroom. The biggest difference between the two terms, however, is that mainstreaming means that a student receives only a portion of his or her education in the general education setting, while the remainder of the time is spent in a special education classroom. It can sometimes then be referred to as partial inclusion. The term "integration" can be used interchangeably for either inclusion or mainstreaming.

 

The Law

The IDEA does not use the term "inclusion," however, it states that each student with a disability is entitled to receive a free appropriate public education in the "least restrictive environment" with all accommodations necessary for the student to benefit from the education. The legislation also states that the public agency should ensure, to the extent appropriate, that children with disabilities are educated with non-disabled children and that the only time a child should not be involved in a regular education setting is when the severity of the disability prevents the child from receiving a satisfactory education from a regular education classroom, even when all support and accommodations have been provided. Further, the United States Department of Education has stated that a student’s placement in a regular education classroom is the first option that an IEP team must consider.

 

The Controversy

Inclusion is somewhat controversial. Some feel that full inclusion is for all students with disabilities, whereas, others believe that it is only beneficial for some students. Advocates of inclusion state that their studies indicate that children with disabilities (including those who are severely impaired) who are placed in a general education setting show better social development, become more independent, have greater success in meeting their IEP goals, and have enhanced skills acquisition. The Centre for Studies on Inclusive Education lists the following ten reasons why they support an inclusive education:

Human Rights

• All children have the right to learn together.
• Children should not be devalued or discriminated against by being excluded or sent away because of their disability or learning difficulty.
• Disabled adults, describing themselves as special school survivors, are demanding an end to segregation.
• There are no legitimate reasons to separate children for their education. Children belong together - with advantages and benefits for everyone. They do not need to be protected from each other.

Good Education

• Research shows children do better, academically and socially, in integrated settings.
• There is no teaching or care in a segregated school which cannot take place in an ordinary school.
• Given commitment and support, inclusive education is a more efficient use of educational resources.

Social Sense

• Segregation teaches children to be fearful, ignorant and breeds prejudice.
• All children need an education that will help them develop relationships and prepare them for life in the mainstream.
• Only inclusion has the potential to reduce fear and to build friendship, respect and understanding.

Proponents of inclusion have conducted their studies as well and have concluded that inclusion is not beneficial for all students. For example, some researchers believe that a child with mild mental retardation can demonstrate higher academic achievement in a general education class, whereas, children with emotional or behavioral disorders tend to do better in special education classes. The American Federation of Teachers is one organization who supports the idea that full inclusion is not for everyone. They explain that some children who are medically fragile or have severe behavioral disorders are more likely to be harmed than helped when placed in a regular education classroom, where teachers don’t have the experience to address the children’s needs. Furthermore, the AFT says that when a child demands so much of the teachers’ attention, the learning of all the other children in the class is sacrificed.

The biggest controversy, however, lies with whether a child will receive proper support if placed in a general education setting. Those who argue against inclusion are concerned with

• children losing services when placed in a regular education classroom;
• the staff being inadequately trained; and
• children not receiving proper support to succeed.

 

The Parent’s Role

It is becoming increasingly understood that parents need to be involved in decisions affecting their children’s education. Parents are, after all, their children’s first teacher. The IDEA supports the rights of the parents to participate in educational decisions and recognizes that the parents have information regarding their children that others do not have, making them a valuable team member.

Parents should be able to work with the teacher to design a specific educational plan for their children by communicating their hopes and desires. One of the most important roles a parent has in addition to creating a plan, is to observe, monitor, and support their children’s progress. Should any concerns arise, the parent should speak with professionals or other agencies to rectify any matters that could inhibit their children from reaching their goals.

 

Strategies for Success

Inclusion must be created with proper planning, preparation and supports. Inclusion is only successful when the student is participating in the activities of the class as a member. Inclusion should not be implemented to replace creating individual goals; no matter where the individual with disabilities is placed, and IEP must be developed and the goals and objectives must be addressed and met in the regular education classroom. The same applies to any related services needed by the student.

The following describes the activities and support systems typically seen in schools where children have been successfully included:

Attitudes and Beliefs

• The regular education teacher believes that students with disabilities can succeed.
• The school personnel accept responsibility for the educational outcomes of students with disabilities.
• The teachers and students have been prepared that a student with disabilities will be joining the class.
• Parents are kept informed and support the program.
• Special education staff are committed to collaborative practice in general education classrooms.

Services and Accommodations

• Services needed by the student are available (i.e., physical, occupational, and speech therapy).
• Accommodations have been made for the student (accessibility to the classroom and playground, availability of adaptive toys and assistive devices).

School Support

• The principal understands the needs of children with disabilities.
• Adequate numbers of personnel are available (including aides).
• The school staff has been adequately prepared for receiving a child with disabilities (given information on disabilities, instructional methods, team building concepts).
• Policies and procedures are put in place to monitor the student’s progress and for grading and testing.

Collaboration

• Special educators are a part of the planning or instructional team.
• A team approach is used for problem-solving and program implementation.

Instructional Methods

• Teachers have the knowledge and skills to adapt the curriculum to best suit the individual needs of the student.
• A variety of instructional methods are available.
• Teachers foster a cooperative learning environment and promote socialization.

 

Both sides of the inclusion debate have valid arguments as to whether children with special needs should be included in regular education classrooms. However, it is suggested that the decision to choose inclusion for a student should ultimately be based on the individual, not the type of the disability that the individual has.

For more information on inclusion, please visit the following web sites:

• The National Information Center for Children and Youth with Disabilities http://www.nichcy.org
• The Center on Human Policy http://soeweb.syr.edu/thechp/adboard.htm
• Centre for Studies on Inclusive Education http://inclusion.uwe.ac.uk/csie/10rsns.htm
• New Horizons for Learning http://www.newhorizons.org/spneeds_intr.html
• National Parent Information Network http://ericps.crc.uiuc.edu/npin/respar/texts/special/include.html
• American Federation of Teachers http://www.aft.org
• Kids Together, Inc. http://www.kidstogether.org

 

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