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Unit 8 The Impact Of Inclusion Research Paper

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Running head: THE IMPACT OF INCLUSION

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THE IMPACT OF INCLUSION 8

The Impact of Inclusion on Students and Teachers

Mary Byers
Wilmington University
The Impact of Inclusion on Students and Teachers

If education is to achieve its goal, then it has to be structured in a manner that accommodates the needs of each and every learner. Each individual in that learning setting has to be provided with all the required structures to ensure that the desired educational outcomes are realized, and the learner benefits from the process. The Individualized Education Program (IEP) is one provision whose mandate is to spell out the learning needs of every …show more content…

Inclusion is an all-inclusive ideology that allows learners with disabilities the opportunity to learn alongside their non-disabled peers in general learning classrooms (Salend & Duhaney, 2016). Inclusion aims at creating a feeling of equality and achieving equity. It is beneficial to them because it gives them an opportunity to work on and achieve individual goals while taking part in the life of an ordinary classroom and with other pupils their own age. As a result, there is an improvement in performance in standardized tests and the grades attained, on-task behavior is enhanced, and motivation to learn is increased (Salend & Duhaney, 2016). The learners with disability are motivated to work hard in order to be at par with their peers without disability. Inclusion, in a way, raises the bar for special needs learners. In addition, inclusion creates a feeling of belonging for learners with special needs. Segregation would affect their self esteem. Placing learners in different categories and providing varying instructional methods contributes to the feeling of alienation that impacts on peer interaction. Inclusion also fosters a culture of respect because the children learn to accept individual differences, thereby reducing harassment and bullying. Children are able to fully develop …show more content…

J., & Petry, K. (2011). Truly included? A literature study focusing on the social dimension of inclusion in education. International Journal of Inclusive Education, 17(1), 60-79. Retrieved from http://dx.doi.org/10.1080/13603116.2011.580464

Evins, A. E. (2015). “The effects of inclusion classrooms on students with and without developmental disabilities: teachers’ perspectives on the social, emotional, and behavioral development of all students in inclusion classrooms.” Doctoral Papers and Masters Projects. 31. Retrieved from http://digitalcommons.du.edu/capstone_masters/31

Lamport, M. A., Graves, L., & Ward, A. (2012). Special needs students in inclusive classrooms: The impact of social interactions on educational outcomes for learners with emotional and behavioral disabilities. European Journal of Business and Social Sciences, 1(5), 54-69. Retrieved from http://www.ejbss.com/recent.aspx

Powell, J. W. (2015). Barriers to inclusion: Special education in the United States and Germany. New York, NY: Routledge.

Salend, S. J., & Duhaney, L. G. (1999). The impact of inclusion on students with and without disabilities and their educators. Remedial and Special Education, 20(2),

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In the documentary, Including Samuel, by Dan Habib, the main objective of the director, is to identify the trials and tribulations when merging children with disabilities into mainstream classrooms and activities. Habib examines, how in most cases is the least restrictive environment for children with disabilities is in the fully inclusive classroom interacting with their peers. Mr. and Mrs. Habib both identify throughout the film that having a son with a disability is not easy, it takes time, effort, and financial sacrifice that no one can understand until you are in the situation but as a parent all you wish is for you child to flourish and shine. In the film we see cases of inclusion that are effective, in the case of Samuel, Keith, and

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What is inclusion? Inclusion is a process of ‘narrowing the gap between learners with and without special educational needs’1. ‘Lessons should be planned to ensure that there are no barriers to every child achieving’2. Inclusion is ensuring that all pupils have equal opportunities, are welcomed and valued in our school community. Our ethos at Friendlydale Academy is to value every child as an individual and acknowledge that every child’s needs are special.

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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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The experimental research of Philippe Tremblay in the article Comparative outcomes of two instructional models for students with learning disabilities: inclusion with co-teaching and solo-taught special education, compares the impact of inclusion and co-teaching environments (2013). The article defines five different types of interactions between a special education teacher, and a general education teacher can exhibit. Tremblay describes these interactions to include supporting the teacher, parallel teaching, station teaching, alternative teaching, and team teaching. For this experiment, Tremblay included a total of 353 students in grade 1 and grade 2 over the course of two academic years. Academic tests were used to determine progress before and after teaching strategies were implemented.

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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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Quiet. That was the only sound that filled the apartment. Kuroo felt stuck, his knees felt weak, but his heart still beat. And why? How could it?

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Inclusive classroom setting is an integrated setting in which all children learn together. Inclusion gives special education and gifted students the support they need while they learn alongside their general education peers. According to EDB (2008), inclusion refers to participation and learning of all students, not only those with disabilities. Given the diverse student needs in all regular classrooms, teachers can no longer adopt one single teaching approach for all students, nor can they expect all students to attain the same academic standard. All teachers should adopt various classroom accommodations to fulfill the needs of the Individual.

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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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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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Full inclusion leaves students with disabilities with low self-concept and self-esteem. Various students undertaking special education have claimed that life in full inclusion classrooms is characterized by frustration, fear, isolation, and ridicule. Inside regular classrooms, disabled students are exposed to activities that their peers can do easily, but they cannot. Subsequently, they are overwhelmed, subjected to depression, and in the end they feel

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A research paper written by the name of Bruce Pawlowicz showed that inclusion does not affect the learning ability of other kids. Pawlowicz expresses the pros and cons of inclusion and mainstreaming. In it, he decifers that inclusion can generate an overload of work on the teacher, while mainstreaming can create a sense of failure among the disabled. But when it came to the pros of inclusion, he had much to say about it.

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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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Thus, they will achieve higher grades. Moreover, they will be greatly engaged in the society as they are building bridges with their peers from several backgrounds. On the long run, teachers, parents, and the society as a whole would develop. Students with learning disabilities should be included in the “normal” classroom because it improves their academic performance, social behavior, and communication language. One reason why students with learning disabilities should be in the normal classroom is that inclusion improves their academic performance.

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Inclusion is vital in helping to provide quality education for SEN pupils. “above all, inclusion is about a philosophy of acceptance where all pupils are valued and treated with respect” (Carrington & Elkins, 2002). Inclusion is often thought to be the location of your education but is more often than not about the quality of one’s education. The location has little to do with inclusion but more to do with where you feel you belong, some SEN children feel they cannot truly belong in a large mainstream school (Campbell, 2005). Sociological perspectives of inclusion often emphasis equality, respect, participation in decision making, rights, and collective belonging.

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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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