Group conclusion
"The integration of exceptional pupils into local community classrooms should be the norm in Ontario, wherever possible, when such a placement meets the pupil's needs, and when it is according to parental choice." ~ Ministry of Education, 1991
As a group our general consensus on inclusion is it is a positive endeavor, albeit with the understanding that as a practice it is not simply black and white, and does have a large proportion of grey areas. These grey areas are largely centered on many elements surrounding inclusions. Namely lack of clarity as to what inclusiveness is and encompasses, educator’s willingness to practice inclusiveness, and available resources for schools to not only test students but also to offer inclusive programs.
If the grey areas mentioned above are repudiated, including students with disabilities in regular classroom programming offers a beneficial experience for the student possessing the disability, the teacher, class as a whole, the larger school community, and society as a whole. We believe strongly that all students have the right to a rich educational experience that assists students in becoming independent individuals that will be able to contribute to the larger society. This right is embedded in the Canadian Charter of Rights and Freedoms, which defines disability in a very broad context so as to include a wide variety of individuals.
In thinking whether or not inclusion should be part of regular education, it is effective to think of inclusion in terms of success. What Fisher et al. (2002) consider successful inclusion can be measured in terms of optimal effectiveness and efficiency. Effectiveness means giving each student what they need for individual growth and the potential to achieve independence. Although directly inclusion benefits the students faced with the disability, indirectly the effects trickle into the class as a whole and larger school community. One benefit that Berg (2004) mentions is that it allows for other students to be more accepting of differences among their peers, and can reinforce an understanding of differences and the needs other students face. If children are exposed to this on a regular basis within their classroom and school communities they are more likely able to be accepting outside of this environment, such as in public. Or, put it another way, by interacting with students with special needs, students in a general classroom can learn that physical, intellectual and emotional differences are a part of everyone’s life (Wood, 1993). One can only imagine that a student who grows to accept others for who they are will likely grow to become an ideal citizen. Therefore, including students with disabilities only then reinforces the idea of individual growth for all (Fisher et al., 2002). To be fair, there are many academic benefits that arise from inclusion, since school is a microcosm of the larger society
Lastly a teacher trained to offer an inclusive classroom is empowered personally and professionally. The effects of this empowerment go beyond the classroom and trickle into the larger professional community within a school. Teachers and staff are more likely to take their professional practice more serious.
References
Berg, S.L. (2004). The advantages and disadvantages of the inclusion of students with disabilities into regular education classrooms. University of Wisconsin.
Examining the general programmatic benefits of inclusive schools. Douglas Fisher, Virginia Roach, Nancy Frey, International Journal of Inclusive Education Vol. 6, Iss. 1, 2002
Hutchinson, N. L., & Martin, A. K. (2012). Inclusive classrooms in Ontario schools. Toronto: Pearson Canada.
Ontario Ministry of Education. (2001). Special Education: A Guide for Educators. Toronto: Queen’s Printer for Ontario.
Wood, J. (1993). Mainstreaming: a practical approach for teachers. Englewood Cliffs, New Jersey: Merrill Publishing Company.
As a group our general consensus on inclusion is it is a positive endeavor, albeit with the understanding that as a practice it is not simply black and white, and does have a large proportion of grey areas. These grey areas are largely centered on many elements surrounding inclusions. Namely lack of clarity as to what inclusiveness is and encompasses, educator’s willingness to practice inclusiveness, and available resources for schools to not only test students but also to offer inclusive programs.
If the grey areas mentioned above are repudiated, including students with disabilities in regular classroom programming offers a beneficial experience for the student possessing the disability, the teacher, class as a whole, the larger school community, and society as a whole. We believe strongly that all students have the right to a rich educational experience that assists students in becoming independent individuals that will be able to contribute to the larger society. This right is embedded in the Canadian Charter of Rights and Freedoms, which defines disability in a very broad context so as to include a wide variety of individuals.
In thinking whether or not inclusion should be part of regular education, it is effective to think of inclusion in terms of success. What Fisher et al. (2002) consider successful inclusion can be measured in terms of optimal effectiveness and efficiency. Effectiveness means giving each student what they need for individual growth and the potential to achieve independence. Although directly inclusion benefits the students faced with the disability, indirectly the effects trickle into the class as a whole and larger school community. One benefit that Berg (2004) mentions is that it allows for other students to be more accepting of differences among their peers, and can reinforce an understanding of differences and the needs other students face. If children are exposed to this on a regular basis within their classroom and school communities they are more likely able to be accepting outside of this environment, such as in public. Or, put it another way, by interacting with students with special needs, students in a general classroom can learn that physical, intellectual and emotional differences are a part of everyone’s life (Wood, 1993). One can only imagine that a student who grows to accept others for who they are will likely grow to become an ideal citizen. Therefore, including students with disabilities only then reinforces the idea of individual growth for all (Fisher et al., 2002). To be fair, there are many academic benefits that arise from inclusion, since school is a microcosm of the larger society
Lastly a teacher trained to offer an inclusive classroom is empowered personally and professionally. The effects of this empowerment go beyond the classroom and trickle into the larger professional community within a school. Teachers and staff are more likely to take their professional practice more serious.
References
Berg, S.L. (2004). The advantages and disadvantages of the inclusion of students with disabilities into regular education classrooms. University of Wisconsin.
Examining the general programmatic benefits of inclusive schools. Douglas Fisher, Virginia Roach, Nancy Frey, International Journal of Inclusive Education Vol. 6, Iss. 1, 2002
Hutchinson, N. L., & Martin, A. K. (2012). Inclusive classrooms in Ontario schools. Toronto: Pearson Canada.
Ontario Ministry of Education. (2001). Special Education: A Guide for Educators. Toronto: Queen’s Printer for Ontario.
Wood, J. (1993). Mainstreaming: a practical approach for teachers. Englewood Cliffs, New Jersey: Merrill Publishing Company.