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General Education Teachers In Inclusive Classroom

668 Words3 Pages

General Education teachers may have biases towards certain disabilities which could affect the way they treat certain students. When this is realized, teachers may be more inclined to find more information/ resources to better teach students. When teachers associate a disability with their own experience with it, it can greatly impact their attitude towards inclusive classrooms. They associate the disability with the amount of stress it will add to their day and the previous positive or negative interactions they have had with this specific disability. When teacher in inclusive classroom teacher may feel guilty about taking time away from the typical developing student to accommodate the student with autism. Accommodating for the child with …show more content…

They are given kids who need extra help to succeed without being question if they are able to handle that. This ends up making the general education teachers have a negative attitude towards the situation. The general education teachers have concerns about Inclusive classrooms. They are concerned about the students lack of social skills when entering the classroom, the behavioral outburst children can have, the changes they would have to make to the curriculum and the lack of training and support they, as the teachers, have or would have. In order to see the best results in inclusive classrooms, the teachers need to be asked before hand and have their concerns addressed. The teachers attitude can really make all the difference. When a teacher does not agree with inclusive classrooms they are less confident that they can effectively change the plans thus likely to fit the needs of the Autistic child by customizing lesson plans. Another thing that hinders the effectiveness of inclusive classrooms is the teacher not receiving enough support from the administration staff. The teacher need encouragement and support to truly give the student encouragement and

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Bryant thinks inclusion is a wonderful idea for both students and teachers. Students with disabilities have the opportunity to learn from their non-disable peers. They learn proper social skills such as how to conduct themselves in the classroom environment. Furthermore, regular education students learn to work with and understand that students with disabilities are people too.

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In Belkin article “ the lesson of classroom 506” the article is about a boy named Thomas who has disabilities spectrum, and could not speak , walk , sit unassisted or feed himself . The article is including Thomas who is a kindergarten boy with the special need who is placed in a normal classroom. Belkin discusses an inclusion class and how it allows students with disabilities learn where non-disability students are. I believe that in an inclusion classroom students use each other because they are learning from each other. I believe that “ideally, once an inclusive-classroom is rethought and reconfigured, it will serve clusters of children with special needs, not just one, so that impaired and non-impaired children can come to see one another as peers” (Belkin 2004, pg. 42).

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Some of the things teachers should receive to better their inclusive classrooms are teacher assistants (Wilkins and Nietfeld, 115). It is not the job of the teacher alone to watch out and make sure that all the students are accepted. By having these assistants, the teacher will be able to provide the best atmosphere and have help to make sure every student feels as though they belong. By the end of the year, the students in these classrooms will have a greater level of confidence in themselves than those in non inclusive classrooms (Wilkins and Nietfeld, 115). Inclusion helps to make everyone feel better about themselves as they are bettering themselves in becoming more acceptance and removing hatred from their systems.

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The inclusive practice enables all of the students (with or without disabilities) to indulge in same class and learn together in the same class and context. Inclusive practices may refer to the idea of amalgamation of individuals with disabilities with the individuals without disabilities and having no pity for them or any other feeling that make them feels their disability. This is quite an ethical, social and educational question whether it should be done and if yes then how and why it is to be carried out (Lindon,

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10. Inclusion By observing what their peers do, autistic children are able to learn appropriate behaviors from them. If students are to learn to socialize, they will be required to be present where their peers are and listen to and learn how they socialize. If students will require specialized support for academic success, teachers will need to assess the learners’ functioning in the inclusive classroom to know the types of support needed (Kluth, 2010).

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There has been great debate of the inclusion of students with disabilities in the general education classrooms. Inclusion in regards to education “means that all students within a school regardless of their strengths or weaknesses, or disabilities in any area become part of the school community” (Obiakor, 2012, p. 477). This means that all students with disabilities have the right to the access the same rigorous general education as their non-disabled peers however they have specifically designed instruction that allows them to reach their potential. (Obiakor, 2012). One inclusive practice that has gained a lot support within the last thirty years is co-teaching.

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The family’s visions of a typical life for their children can come true. All parents want their children to be accepted by their peers, have friends and live “regular” lives. Inclusive settings can make this vision a reality for many children with disabilities. Children develop a positive understanding of themselves and others. When they attend classes that reflect the similarities and differences of people in the real world, they learn to appreciate diversity.

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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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