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Special Education Inclusion Essay

804 Words4 Pages

Learning disability is an order that includes numerous regions of performing in which a person experiences some learning difficulties in an ordinary way, due to some ambiguous issues. Assuming that disabled students have difficulties learning in a typical manner does not eliminate the idea of learning in an unlike manner, therefore; avoiding delusions of having a disability to learn and achieve something. According to Ruth Kudwa, the adversaries of the idea of inclusion looks at it as a strategy driven by “unrealistic expectations where schools try to force all students into the mold of regular education.” (“Special Education Inclusion”, 2001). According to Jenkinson, “Although the curriculum for inclusion has been modified to suit the educational …show more content…

These students have some special needs such as being in a small classroom with no interruptions as well as harassments from peers, a private shadow teacher, and an “individual academic program” so that they are receiving the needed abilities for a successful life. In a regular classroom, the materials are not narrowed down to bits “in terms of education with reading, writing, math, and all other basic skills.” (“Education Integration”, 1998). In addition, the concept of special education is “the specially designed instruction provided by the school district or other local education agency that meets the unique needs of students identified as disabled.” (A.R. Frank, W.D. Bursuck). Safety is a major important aspect for disabled students, therefore, when placing them with non-disabled peers, they will feel teased and ashamed. (“Benefits of Inclusion Classrooms for All”, 1999). In addition, regular education students, especially at a young age, are not always ready to accept the fact that disabled students are going to be placed with them in the same classroom. They may find that the students with disabilities can be “easy targets and focus on them for harassment, name-calling, or teasing.” (“Benefits of Inclusion Classrooms for All”, 1999). Hence, causing stress and anxiety for disabled

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Some people argue special education segregates the students. Having access to educational services isn’t enough. There are different views on the implication of special education, but emphasizing individual educational benefits for all students is a worthy

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Knowing their needs is important to adapt the practices and to respect them as individuals. According to the author (Raymond, 2012), the perception of the students about the services they receive determine the outcome of the education efforts. For that, the teachers ' role is to guarantee that the student does not feel inferior, unequal, wich would be the negative conotation of the special education placement (Raymond, 2012). Instead of focusing on their difficulties, teachers should focus on reducing the gaps with more inclusive

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Richer Milner IV, Author of Start Where You Are, But Don’t Stay There: Understanding Diversity, Opportunity Gaps, and Teaching in Today’s Classroom, believes that there are students placed in this program for two reasons: Teachers don’t want to deal with them or don’t know how to be responsive to them. Therefore, special education should not be blame for the disproportion or to be seen as a program to discriminate students because of their

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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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The Cold War was a confrontation between the United States and the Soviet Union, fought through military alliances, proxy wars, and a nuclear arms race. The conflict began due to the breakdown of the wartime alliance between the two countries. Churchill's "Iron Curtain" speech in March 1946 illustrated the Soviet's control over the ancient states of Central and Eastern Europe. President Truman's speech to Congress in March 1947 advocated for the support of free peoples resisting subjugation by armed minorities or outside pressure. Secretary of State Marshall's speech in June 1947 proposed that the United States should help Europe recover from heavy economic, social, and political damage caused by the post-war environment.

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As noted in the article The Special Education Problems We Aren’t Solving, an integrated classroom can do wonders for a disabled child's social life but can have very little impact on their academics (Klein). The article clearly lays out the numerous problems that her school has had with a student in the classroom, ranging from inappropriate emails to classmates, failure to produce enough work to assess understanding, and the student’s frequency to skip class (The Special Education Problems We Aren’t Solving, Klein). Consequently the student was subjected to a series of test and interventions that failed to result in a tailored educational plan. I know these problems exist, but I often don't hear of instances like this, “This is a sad story, but it is a common and untold one; students who should be classified as having a disability and eligible for services that support and assist them often aren’t.” (The Special Education Problems We Aren’t Solving, Klein)

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I observed for four full days at Taft school during the college’s spring break. In that time, I observed four different teacher’s classrooms, and they were all different levels of disability classrooms. Including two self-contain specialized for autism rooms and then two general inclusion

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However, every student has the right to be included in an everyday classroom with non-special needs students. The following paper will present and explain inclusion’s purpose, its benefits for both special and non-special needs students, as well as its drawbacks. Literature Review This thesis paper will be carried out with the help of online research, and investigations as well as books. The Wisconsin Education Association Council (WEAC) defines inclusion as “a term which expresses commitment to educate each child, to the maximum extent appropriate, in the school and classroom he or she would otherwise attend.” Develop more this point

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Special education is a discipline marked by a lot of controversy and which elicits a heated debate among education administrators, parents, and teachers. Full inclusion, which is the belief that disabled students should be incorporated into regular classrooms, regardless of whether they meet conventional curricular standards or not, is the major point of controversy. Full inclusion embraces the idea that disabled students should undertake regular education and only be excluded in a class when important services cannot be offered to them (Nelson, Palonsky, & McCarthy, 2010). This paper seeks to delve into the arguments surrounding full inclusion and establish their validity. It will achieve this by highlighting the arguments for and against

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Henry Ford once said, “Coming together is a beginning; keeping together is progress. Working together is success” (Brainy Quote). From here, the concept of inclusive education, including students with and without learning disabilities as peers in the same classroom, originated. The aim of this type of education is to get students with learning disabilities involved in the society. Teachers and fellow students will also provide help for students with disabilities; in this way, students with learning disabilities will be motivated to study as they feel that they are a part of a group instead of being isolated in special places.

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Teachers may profit from having a varied population of students as teachers get a chance to improve their teaching skills and ability to distinguish lessons and activities when such different children are in their class. Regular teachers need to work closely with other teachers and specialists to meet the needs of diverse children, thus enhancing their collaboration skills. It also allows to develop an awareness and appreciation of students’ individual difference (National Center on Inclusive Education 2001). Besides, children with disabilities can motivate regular teachers to be more imaginative with their teaching methods, skills and come up with up-to-date methods of delivering lesson that fits all learners. Regular teachers may realize that all pupils have potencies, which can be useful and vital to their entire classroom, and these potencies can be fostered to produce a profound school experience (Kinza 2008).

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I spent my fifteen hours observing two special education classrooms at Sulphur Intermediate School. One focused on math and the other on reading, though many of the children I observed worked in both classrooms. The students were in the third, fourth, and fifth grades. Most of the students had mild to moderate disabilities and simply needed extra help in reading, math, or both subjects. They did not stay for the entire day, but rather came for certain periods.

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According to UNESCO, inclusive education is a process of addressing and responding to the diverse needs of all children by increasing participation in learning and reducing exclusion within and from education (Nguyet and Ha 2010). Inclusive education is a process of increasing the presence, participation and achievement of all learners (Booth and Ainscow 2002). The process involves mainstreaming children with special educational needs into regular classroom settings, allowing them to learn side by side with their peers without disabilities. Inclusive education implies that children with special educational needs have to attend mainstream schools they would have attended if they did not have a disability. Mainstreaming children with special needs education has a positive impact on both social and academic learning for children with and without special needs (Farrell 2000).

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Have you ever think about the similarities and differences between Regular Education and Special Education? Regular education is the term often used to describe the educational experience of typically developing children. By the other hand, Special Education programs are designed for those students who are mentally, physically, socially or emotionally delayed, which places them behind their peers. As you can see, these two provide an example of different types of education. We can find differences such as their educators, academic content and methods of teaching, but we can also find similarities in their academic content.

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It was the day that I’ve been waiting for over 3 years. A day that would finally let me be normal like everyone else and have the choices as other people without being ridiculed by the teachers that saw me as unqualified to be taught in a standard way. Thanks to my mom thinking that it would be a marvelous idea to have me be placed in special education due to my lack of effort taking reading comprehension test. I was placed in special education at the end of 5th grade, and sought to see the end of it. That day would eventually come on early April of 2015, where I was called upon to the office during class in 8th grade.

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