Inclusion In Special Education

There is no more important issue -that causes controversy in special education among administrators, teachers, and parents- than inclusion. Inclusion is the philosophy or belief that brings educators, students, families, and community members together to schools and other social institutions based on admission, affiliation, and community. In theory, inclusion in practiced in schools to create collaborative, development, and supportive environments for learners that are based on giving all students the accommodations and services that they need to learn, as well as respecting and learning from each other’s individual differences. Inclusion is not necessarily just focused on the disable students. When it is applied correctly, it will help the

Social skills such as relationships, better communication, and greater efficiency. According to Brown and Ialongo (1998), schools are socializing institution work to improve students’ academic skills and to improve students’ social skills (as cited in Rollins).Commenting on that, humans improve their social skills from the people who are around them and the community. Disabled students are like any human; they want to interact with people to grow their skills and to learn new experiences. If they just interact with the same people with disabilities, they will not learn new behaviors. Therefore, if they merge with normal students in the regular classroom they will exposed to a completely new sector of the students’ population that they are usually not exposed to in the special education classrooms. Berg (2004) wrote that merged disabled students with normal students lead disabilities students to make new friends and to have new experiences. In addition, they are able to make friendships with other students in the same age. It leads to make the students with disabilities be acceptable by their peers in and out of the school community. This also can make the students with disabilities to develop friendship in their districts. For example, regular classroom will be a good place for students with disabilities to try to communicate with other people.

When the normal students mixed with disabled students this make them be more openable on the differences that existing in the society. Moreover, when the nondisabled students integrated with disabled students in a younger age that will help them when they grow up to adapt with people with disabilities in community. Wood argued that when the normal students contact with disabled students that can make them learn that everyone has physical, intellectual, and emotional differences (as cited in Berg, 2004). This mean that the normal students will know that there are some people have some differences in their body. Some of them have problems in their mind they can do some strange actions and think in different way. Also, students with disabilities they need for special care, and dealing. Therefore, if the regular students interact with students with disabilities in classroom they will be able to deal with other people with disabilities. For example, when the disabled students sit in same classroom with nondisabled students they will share in same work and exercises, these will help the nondisabled to know some facts about disabled students such as they are slower to understand some tasks and they are not too socialites. In the other hand, the disabled students will know how the normal people react and this will help each other to deal with the society