What Is The Role Of Full Inclusion Of Students With Disabilities In The Classroom

In 2018 there are still many challenges that the leadership and administration in early childhood education face every day. Of those challenges, there are many that cause discourse among leadership and administration in many school districts around the world. One of the major issues that I have seen in my time working in a local school district has been the inclusion of students with disabilities of all types in the general education classroom. According to McCarty (2006), “Nearly 4.5 million special needs children are currently receiving services representing an increase of nearly 20% since1976-77.” (pg. 8.) So how do we handle this increase? While some may say that inclusion of students with disabilities hurts those that do not have

I say that inclusion of all students not only helps students with special needs but also helps the general education students, school budgets, and teacher confidence. Those who are against inclusion, especially the model of full inclusion have several arguments. Fist, some people against inclusion fear that students with disabilities and their peers would be at a disadvantage in an inclusive classroom. These disadvantages include a student with a disability that is so disruptive that the teacher cannot do his or her job. According to TASH (2014), when students with disabilities are disruptive in class, we first need to see if the child is getting the support they need. Some students might need assistive technology to communicate or assistance managing the sensory input of the busy classroom or school. It might also be that the teachers in this room need additional professional development, support or time for collaboration. Another part of this fear is that by including children with disabilities the standard of learning in the classroom will be lowered and less of a priority than socializing. “Most high-quality education practices require preparation,

According to Gibson (2016) when we provide this for children with disabilities they will “learn acceptable behaviors and social cues” (pg. 4). However, both of these types of students learn in this environment. They will “learn from each other and forge friendships, and also foster acceptance and understanding which will translate to outside the classroom” (Gibson 2016 pg. 4). When students are given the chance to interact and share with each other, they learn about their differences. This, in turn, gives children a new point of view which they can integrate into their own development and ultimately carry with them into their futures and in turn promote acceptance of the special need community and decrease segregation between individuals with disabilities and their