Inclusion in the Classroom Derek Stewart Ivy Tech Community College

InTASC Standard #9 Standard #9 Professional Learning and Ethical Practice - The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner. Contemporary Issues April 21, 2015 Description: I will show a short power point presentation about the pros and cons of inclusion in the classroom with regards to those with exceptional needs. I will also have a short in-class discussion about the topic during the presentation. Rational: To document my understanding of InTASC Standard 9, Professional Learning and Ethical Practice, I will share my personal beliefs as well as using scholarly theories over the topic of inclusion in the classroom through powerpoint presentation as well as in-class discussion over the topic to educate others on different ways to meet the needs of all students in the way they learn.

What is Inclusion The act of including ; The state of being included According to Scott Robinson, (2002) “ Approximately 11% of all K-12 students have an identified disability and most of the students are included within general education classes. (pg 1 para 3)

Zack Campbell

Pros Makes the person feel wanted Creates a bond between classmates Creates a sense of peace for parents who worry about if their child is being included and treated like every other student

Cons Liability Distraction Temptation and opportunity to bully

Discussion Robert Dennis Stoler states, “Some educators believe that by placing severely handicapped students in regular education classes, all individuals will benefit.” (pg 60 para 2) Do you believe handicapped students should be in regular education classes? Is it more important for kids with disabilities to feel included, or for the kids without the disabilities to be distracted in class?

References Robinson, S. (2002). Teaching High School Students with Learning and Emotional Disabilities in Inclusion Science Classrooms: A Case Study of Four Teachers' Beliefs and Practices. Journal of Science Teacher Education. Stoler, R. D. (2000). Perceptions of Regular Education Teachers toward Inclusion of All Handicapped Students in Their Classrooms. The Clearing House.