By Christy Thomas

Inclusion means that students with disabilities are supported in chronologically age-appropriate general education classes in schools and receive the specialized instruction delineated by their individualized education programs (IEP's) within the context of the core curriculum and general class activities.

Equalizing educational opportunities and the specific policy of ensuring that young people with various physical, mental, emotional, and developmental disabilities are served with the same services and educational opportunities as nondisabled individuals should be as much as a priority of educating the “typical” students.

Overtime, special education laws have been made that requires that students with disabilities to be placed in a least restrictive environment, (regular general education classroom), that is appropriate and practical for that student.

-Inclusion is a legal right. In 1975, the Education for All Handicapped Children Act was passed to ensure that children with disabilities are given the opportunity to receive a public education. -Reauthorizations of the Act took place in 1990, 1997, and 2004 and it became known as the Individuals with Disabilities Education Act, (IDEA).

The Individuals with Disabilities Education Act, (IDEA), mandates that not only should individuals with disabilities be provided a public education, they should have the right to learn in a least restrictive environment, (LRE), education students in classrooms alongside students without disabilities.

It means that the students participate in all facets of school life. They learn side by side, interact with peers, and develop friendships.

 Inclusion is:  A place in general education for all children.  Student learning side by side even though they have different educational goals.  Providing resources and support for students and teachers.  Inclusion is not:  A concept that applies to only special education students.  All students having to learn the same thing, at the same time, in the same way.  Dumping students with disabilities into classrooms without support.

There have been debates and studies about how inclusion is beneficial to all of the individuals involved and pros and cons have been developed.

 Pros:  Inclusion is about creating a society in which all children and their families feel welcomed and valued.  The atypical students have more learning opportunities and forms of instruction. (Example: differentiated instruction; allowing a nonreader to listen to a book on tape).  Positive behavior management can be used and a sign of providing support to students with diagnosed emotional problems.  It benefits all students by helping them understand and appreciate that the world is big, that people are different, and that we can work together to find solutions that work for everyone.

 Cons:  If inclusion is combined with weak administration support on behavior problems and modest intellectual goals for everyone, the process is unlikely to work.  If the typical students do not socialize with the atypical students, then that will lead to hurt feelings.  Too many students in the classroom could lead to inadequate learning of both atypical and typical students within the classroom.  Overloaded teachers.

 There is a separation between general and special education; two systems.  There are low or no expectations for students with disabilities.  There is lack of accountability and a failure to collect data objectively.  Funding is used as a reason for not identifying and appropriately supporting a student’s needs.

 I believe it is a school system and educator’s responsibility to treat all students equally and provide them with a fair education no matter what some studies or debates have been.  However, this is not always the case. Barriers sometimes come up that prevent all students from receiving the “equal and appropriate” education they deserve.

 Get involved in the schools. Ask to join planning committees and/or start an inclusive education committee. Work with PTO or other school officials to promote inclusion and share information.  Share inclusion success stories with parents and professionals. Get the word out; start a support group.

 Most importantly, support the individuals with disabilities. Encourage them to share their own stories and experiences. Provide them with opportunities to speak for themselves; in schools, clubs, or even legislature.

Love each other. Accept each other. Learn with each other.

 ation) ation)   Noll. J. Taking Sides: Clashing on Educational Issues. New York: McGraw Hill, 2011.