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Classroom Inclusion Model Paper

795 Words4 Pages

Inclusion in a Third-Grade Classroom The scenario is one in which a third-grade student named Sally has been identified as having a learning disability and needs specialized instruction in the areas of reading comprehension and math reasoning. She spends most of her school in a regular general education classroom but receives an individualized education both inside and outside of the classroom for a small percentage (20 %) of the day. The question is, is this scenario consistent with the inclusion model and how can Sally’s general education teacher fully integrate her into the classroom? The term inclusion is used to define a child with a disability that participates in a general education classroom. There seems to be some confusion or debate …show more content…

The answer is yes. Sally spends most of her time in the classroom, participating in the classroom curriculum and activities of her general education classroom with her non-disabled peers. Sally is taken aside (inside the classroom) either by herself or with a small group of others, to receive extra instruction by a qualified special needs teacher. Sally is sometimes taken out of the classroom to receive services. By taking these approaches with Sally, she is able to make continual progress towards “high expectations achieved through qualified teachers who are using evidence-based interventions for them” (Turnbull, 2011, p. 30). This leaves the question, what can Sally’s teacher do to make her experience even more inclusive? That depends. It depends on the resources available to the teacher and her ability to advocate and get those services inside her classroom. She might be able to add aides or other opportunities that would allow Sally to more fully participate in the classroom.
These services and aids supplement the student’s specially designed instruction and related services and, like that instruction and those related services, ensure that a student receives an appropriate education, especially to ensure participation and progress in the general education curriculum (Turnbull, 2011, p.

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In response to the Ron Edmond 's correlates for an effective school, I gave my learning institution a score of fair in the area of high expectations for success. In the role of inclusion teacher, I have noticed an educational/professional disconnect with faculty and staff in regards to teaching students with special needs. In some cases, teachers fail to provide an inclusive classroom atmosphere that engages all learners. Moreover, I believe some general education teachers have a negative preconceived perspective about disabled individuals which affects their ability to build genuine relationships.

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The failure to implement full inclusion appropriately has numerous detrimental effects on the parties involved. One disadvantage for full inclusion is that the socialization part precedes the academic component, notwithstanding the fact that it should not be the primary goal of education. Inclusion movements aim to make disabled students look normal, overlooking the issue of whether they are undertaking educational programs or not. This can have a negative effect on the academic progress of students with disabilities because important skills are not taught for the sake of the learner making physical presence in a full inclusion classroom. Fox (2013) claims that there is a need for disabled students to reap maximum benefits from this integration.

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INTRODUCTION Inclusion in education is the act of integrating and accommodating each student regardless of their learning difficulties, disabilities, or other special needs. That is why in our world today, parents, educators, and lawmakers are pushing for inclusion, for the right of each child with special needs to learn alongside their peers, to have the same access to opportunities and academic advantages, and to be able to take part and contribute in the community. In the field of education, inclusion has become a controversial topic, because of the ethical and legal issues that surrounds it. On one hand, it promotes equality and diversity among the student population and it is meant to accommodate each and every student despite their

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