Inclusion in the classroom Bayley Garringer 11/1/2016

What is Inclusion? Inclusive education is more than mainstreaming which brings a child from a separate special education class into the general education for specific subjects These subjects are usually non academic Inclusion Educational process where all students are educated together for most or all of the school day (at least 80%) Philosophy of education based on the belief in everyone’s right to fully participate in society Implies acceptance of differences Makes room from those historically excluded from “normal” educational experiences

relevency As a result of legislation more than 95% of students with physical, emotional, learning, cognitive, visual, and hearing disabilities receive some or all of their education in the regular classroom. 47% of students with disabilities spent at least 80% of the day in the regular classroom as of 2000

Benefits of inclusion when effectively implemented Academic Benefits Students without disabilities educated in inclusive settings make significantly greater progress in math (Indiana Inclusion Study 2000) Disabled students educated in inclusive settings had an employment rate of 73% as compared to 58% employment rate of those in segregated classes (1988 study by Affleck et al) Social Benefits High levels of professional fulfillment for teachers (NCERI) Non-disabled students can serve as positive speech and behavior role models for those with disabilities Students with disabilities help non-disabled students develop tolerance, patience, and unique friendships

Barriers Simple prejudice Concern for special expertise Belief that only those students with disabilities who are closer to the norm can/ should be included Belief that needs of students with disabilities are unique and beyond reach of GE teachers Concern for special expertise Concern of the potential for students with disabilities to disrupt flow of the classroom Cost associated with special services

barriers Concern that full inclusion leaves classroom teachers without resources, training, and other supports necessary to teach students with disabilities in their classroom (Tornillo 1994) Parental Concerns Stems from long struggle for appropriate services and programs Argue that current SPED system emerged because of non-adaptability of the regular classroom (Skrtic, 1991, p. 160) They recognize students with learning disabilities do not progress scholastically without individualized attention to educational needs

Classroom challenges Many teachers and educators ask how a standardized curriculum can be adapted to meet every child’s needs- but not harm their school’s test scores. Are the educational needs of many students taking a backseat to the broader social goals of inclusion? Teacher is not only responsible for education of “normal” students, ELL, but now disabled students as well. Students who need individualized instruction to succeed are now not receiving it Inadequately trained paraprofessionals

Worst practices in inclusion Insisting on inclusion at all costs Giving priority to the inclusive education model over the individual needs of children Keeping the paraprofessionals out of the loop Watering down curriculum Failing to teach peers about the nature of disabilities and how to interact with peers who have a disability

resources http://www.ndss.org/resources/education/implementing-inclusion/ http://www.sedl.org/change/issues/issues43/concerns.html http://educationnext.org/autismandtheinclusionmandate/