Inclusion In Education Essay Research Paper Fewer

Inclusion In Education Essay, Research Paper

Fewer subjects in education evoke more discussion, confusion, or apprehension

than the topic of inclusion. What is inclusion. What effects will inclusion have

on the classroom. What is the impact on teachers. More importantly, are we as a

nation prepared to face the challenge brought about with inclusion. These are

only a few of the areas that we will explore as I attempt to unravel the issues

surrounding inclusion.

The true essences of inclusion is based on the premise that all individuals

with disabilities have a right to be included in naturally occurring settings

and activities with their neighborhood peers, siblings, and friends. Moreover,

supporters of inclusion believe that the heart of inclusion refers to the

commitment to educate a child, to the maximum extent appropriate, in the school

that the child with the disability attends. It is believed that the child will

benefit from being in the classroom with .normal,. if you will, students.

(Education World, 2000)

One of the strongest arguments for inclusion has a philosophical, moral and

ethical base. This country was founded upon the ideals of freedom and equality

of opportunity. Although the idea of freedom and equality for all have not yet

been fully realized, we as a society are constantly struggling to achieve it for

all, disabled children included. Proponents of inclusion argue that labeling and

segregating a student is indeed an injustice that will affect the student for

years to come. Supporters of inclusion would rather that we admit that all

students have strengths and weaknesses that vary from student to student. By

making such an admission we no longer view those with disabilities as

distinctively different but as students who need to strengthen some areas as it

relates to education. (ERIC, 1998)

On the other hand, opponents of inclusion argue that special education

programs are designed to meet the needs of students who need special help. Such

programs are not designed to segregate or deny any student of their basic

freedom of equality. In essence, it seems that we are taking steps backwards.

Special education programs emerged because of the non-adaptability of regular

classrooms. Very little if anything has happened to change the setting or

adaptability of today.s classroom; therefore, why are we to believe that

children will now benefit from inclusion. (AFT, 1996)

Special education classrooms are designed and equipped to handle the

diversified needs of disabled students. Teachers are trained to teach those with

special needs. Public Law 142-92 comes at a time in which the educational system

is already fragile. Reports such as .A Nation at Risk. call for raising the

standards of education with in the American schools. Oponents of inclusion argue

that the school system can not handle the additional burden of educating special

needs students in the classroom.(AFT, 1994)

A poll conducted by the American Federation of Teachers (AFT) in West

Virginia revealed that .78 percent of respondents think disabled students won.t

benefit from inclusion; 87 percent said other students will not benefit either..

Citing numerous concerns expressed by many of its national membership, the AFT

has urged a moratorium on the national rush towards full inclusion. Among the

concerns is the time factor involved in educating special needs students.

Furthermore, depending upon the disability, the classroom could become a hostile

environment for all of the students. The report goes on to cast a suspicion that

school administrative motives for pushing for inclusion is influenced by

finances rather than what is best for the students. Including all students in a

regular classroom would cut the cost associated with special education by

eliminating special equipment, materials, classrooms and additional personnel.

(AFT 1994)

Supporters argue that while it might appear to save money by .lumping.

all of the students together, if the program is properly implemented there will

be little if any financial benefit as a result of inclusion. Additionally, for

inclusion to work a commitment must be made to move the needed services to the

student rather than to place the child in a segregated setting. An inclusive

education program would allow time weekly and in some cases daily for regular

and special educators to concur. Special educators will become consultants as

well as teachers. The regular classroom teacher would ultimately be held

accountable for the successes and or failures of the student with special needs.

(Education World, 2000)

Opponents would argue how could we hold a regular classroom teacher

accountable for needs that are outside of (his or) her area of expertise.

Furthermore, the idea that students will embrace and want to become .peer

buddies. with s

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