Individual conclusions
Amanda Dandy
Should students with disabilities be included into a regular classroom? The subject of inclusion is a very controversial one that has both its benefits and disadvantages. I have gone both back and forth whether inclusion of a child with special needs into a general classroom is beneficial or not. I believe that we need to address what really benefits the student. I believe that including a child with special needs is appropriate only if the proper resources, support and appropriate teacher training are involved.
I believe that if these premises are accessible than I fully support including a child with special needs into a general classroom. If all are present, then I feel that the advantages outweigh the disadvantages. A student with disabilities that is a part of a regular classroom can benefit from a stimulating environment that most often leads to an enriched learning experience (Salend, 2001). Being a part of this stimulating environment and surrounded by diverse members in the classroom can lead to the development of skills, not only academically but socially as well. Students with special needs can learn from and model their peers in their classroom where they would not be able to do otherwise if they were secluded in a specialized school for only students who have disabilities. The general education classroom can provide appropriate examples of behavior and social interactions (Benefits of Inclusive Classrooms for All, 1999). While modeling proper behaviors and social interactions can help teach and prepare a student to interact with their peers in an acceptable way (Salend, 2001) enabling the child with special needs to form new friendships.
I believe that inclusion does not merely benefit the student with special needs but can also benefit all the people within the 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 help them understand differences and the needs of others. I am a strong believer that teaching our students about accepting and embracing differences is beneficial to all. Not only in the case of students with special needs but within ourselves as well. According to Wood (1993) 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. Most classrooms are diverse in many respects and it is important to recognize them and draw attention to it in a positive way. By emphasizing that being different is what makes us special will help students build their self- esteem and mutual respect for themselves and others as well as build a classroom community.
For the last 2 years, I have been trained and worked as an educator for students with autism at a private school in Montreal, Quebec where the student I worked was included in a regular classroom 3 days a week. Following you will find an inclusion report that I wrote indicating that the inclusion process has been successful where his academic and social skills have developed and improved as a result. He will be represented as M to maintain his privacy and confidentiality.
M has shown great progress at Boucherville Elementary School in his academic work and social skills since he started inclusion in February 2011. When he first started attending B.E.S. he relied heavily on his educator to guide him and prompt him in many situations that arose in a typical day. As M became more comfortable in the classroom, he was able to follow the teacher's directions with little prompting from his educator. With the help of a visual schedule he was able to follow classroom routine and participate in circle time, music, arts and crafts, story time with other students, gym, show and tell and independent work.
Since attending B.E.S. M has improved on his cutting skills, coloring, printing, group work, following instructions and social play. He has made many friendships with his classmates and was happy to join in and play with everyone. During free play, M would engage in play and model after his peers and readily tell them if they were being nice or breaking the rules. During recess and lunch M's favourite game was tag. Not only did the children in his class play with him but the other Kindergarten class and grades 1 and 2 loved interacting with him and he was very interested in having social endeavours with them as well. He also enjoyed playing hockey and soccer with the boys. He participated by first watching how the boys were playing and then would join in after a few moments and follow what the other children were doing. In gym class, M was always very excited to run around but understood with some guidance from his educator that there were certain rules to be followed. He followed instructions very well and the other students would help guide him through the game. He was able to reference his peers and follow along.
I believe that from my personal experiences and if appropriate resources, support and appropriate teacher training are involved that including a student with special needs into a general classroom can benefit not only the student but the entire school community as well.
References
Benefits of inclusive classrooms for all (1999). Retrieved March 11, 2013 from the World Wide Web:
http;//www.inclusion.com/artbiggerpicture.html.
Berg, S.L. (2004). The advantages and disadvantages of the inclusion of students with disabilities into regular education classrooms. University of
Wisconsin.
Salend, S. (2001). Creating inclusive classrooms: Effective and reflective practices. Upper Saddle River, New Jersey: Prentice-Hall.
Wood, J. (1993). Mainstreaming: a practical approach for teachers. Englewood Cliffs, New Jersey: Merrill Publishing Company.
I believe that if these premises are accessible than I fully support including a child with special needs into a general classroom. If all are present, then I feel that the advantages outweigh the disadvantages. A student with disabilities that is a part of a regular classroom can benefit from a stimulating environment that most often leads to an enriched learning experience (Salend, 2001). Being a part of this stimulating environment and surrounded by diverse members in the classroom can lead to the development of skills, not only academically but socially as well. Students with special needs can learn from and model their peers in their classroom where they would not be able to do otherwise if they were secluded in a specialized school for only students who have disabilities. The general education classroom can provide appropriate examples of behavior and social interactions (Benefits of Inclusive Classrooms for All, 1999). While modeling proper behaviors and social interactions can help teach and prepare a student to interact with their peers in an acceptable way (Salend, 2001) enabling the child with special needs to form new friendships.
I believe that inclusion does not merely benefit the student with special needs but can also benefit all the people within the 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 help them understand differences and the needs of others. I am a strong believer that teaching our students about accepting and embracing differences is beneficial to all. Not only in the case of students with special needs but within ourselves as well. According to Wood (1993) 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. Most classrooms are diverse in many respects and it is important to recognize them and draw attention to it in a positive way. By emphasizing that being different is what makes us special will help students build their self- esteem and mutual respect for themselves and others as well as build a classroom community.
For the last 2 years, I have been trained and worked as an educator for students with autism at a private school in Montreal, Quebec where the student I worked was included in a regular classroom 3 days a week. Following you will find an inclusion report that I wrote indicating that the inclusion process has been successful where his academic and social skills have developed and improved as a result. He will be represented as M to maintain his privacy and confidentiality.
M has shown great progress at Boucherville Elementary School in his academic work and social skills since he started inclusion in February 2011. When he first started attending B.E.S. he relied heavily on his educator to guide him and prompt him in many situations that arose in a typical day. As M became more comfortable in the classroom, he was able to follow the teacher's directions with little prompting from his educator. With the help of a visual schedule he was able to follow classroom routine and participate in circle time, music, arts and crafts, story time with other students, gym, show and tell and independent work.
Since attending B.E.S. M has improved on his cutting skills, coloring, printing, group work, following instructions and social play. He has made many friendships with his classmates and was happy to join in and play with everyone. During free play, M would engage in play and model after his peers and readily tell them if they were being nice or breaking the rules. During recess and lunch M's favourite game was tag. Not only did the children in his class play with him but the other Kindergarten class and grades 1 and 2 loved interacting with him and he was very interested in having social endeavours with them as well. He also enjoyed playing hockey and soccer with the boys. He participated by first watching how the boys were playing and then would join in after a few moments and follow what the other children were doing. In gym class, M was always very excited to run around but understood with some guidance from his educator that there were certain rules to be followed. He followed instructions very well and the other students would help guide him through the game. He was able to reference his peers and follow along.
I believe that from my personal experiences and if appropriate resources, support and appropriate teacher training are involved that including a student with special needs into a general classroom can benefit not only the student but the entire school community as well.
References
Benefits of inclusive classrooms for all (1999). Retrieved March 11, 2013 from the World Wide Web:
http;//www.inclusion.com/artbiggerpicture.html.
Berg, S.L. (2004). The advantages and disadvantages of the inclusion of students with disabilities into regular education classrooms. University of
Wisconsin.
Salend, S. (2001). Creating inclusive classrooms: Effective and reflective practices. Upper Saddle River, New Jersey: Prentice-Hall.
Wood, J. (1993). Mainstreaming: a practical approach for teachers. Englewood Cliffs, New Jersey: Merrill Publishing Company.
Samantha Burley
In regards to the inclusion debate I stand in the middle, but leaning towards inclusion. There are two quotes that come to mind. First “ Fair is not a everyone gets the same thing, rather everyone gets what they need” (Fat City Workshop). Second, “You learn to talk by talking, you learn to read by reading, you learn to write by writing and you learn to include by including.” (Bunch, 1999) These two quotes will be the focus of my conclusion.
The first quote reflects the idea that whether a student is integrated, included, or placed in a special education class or specialized school, ultimately the decision should be based on the needs of the student. Some students are not able to function successfully in a ‘regular classroom’. The idea of special education is founded on the proposition that all children reach their full potential given the opportunity, effective teaching, and proper resources. It means that instruction is specially designed to meet the unique needs of children and youth who are exceptional. (Winzer 2005) A student should not be forced to an inclusive environment if it does not allow him or her to reach their full potential.
The second quote relates to the benefits of inclusion. The ultimate goal is to have a child successfully integrated into a ‘regular’ classroom. Inclusion benefits everyone involved in the process. Students who have disabilities are challenged and positive social skills are promoted. Students without disabilities are taught about character traits such as empathy, respect, and acceptance. They are shown through teacher modeling, that it is okay to be different and differences should be welcomed and embraced. According to Diamond & Carpenter, 2000 students without disabilities in inclusive classrooms are more accepting of human differences, show less discomfort interacting with people who have disabilities and have practical ideas regarding ways to include children with special needs in activities. Lastly the teacher is empowered personally and professionally. Professionally speaking teachers improve their collaboration skills, as there is a high degree of collaboration between them and special education teachers. (Winzer, 2005) In order for inclusion to be a positive experience for everyone involved the following factors described in Children with exceptionalities in Canadian Classrooms must be addressed:
- The school must be accepting of responsibility and cater to the needs of the children.
- Teachers must be heavily involved in the student with the disability, have a positive attitude/open mind, willing to plan experiences that are individualized.
- Team approaches such as collaboration, consultation and co-operation, team planning
- Individualization in terms of an IEP, environmental accommodations, assistive devices when needed.
- Curriculum needs to be accommodated or modified to suit the needs of the student, various strategies need to be used such as peer tutoring, and co-operative learning
- Evaluation policies for monitoring progress, consistent and accurate, adapted tests
- Supports such as appropriate teacher training, paraprofessionals
- Social support from peers, social skills training for students with disability
- Parents need to support program goals and need to be involved in the planning of an IEP. (Winzer, 2005)
In conclusion I believe that the student should be at the core of any decision, and inclusion should be the end goal. The student may not be ready today but there should be supports in place in order for that student to achieve this goal. If at the end of the day if the student will not achieve their full potential in a ‘regular’ class, than it is up to the families and educators to push that student to their fullest potential.
The first quote reflects the idea that whether a student is integrated, included, or placed in a special education class or specialized school, ultimately the decision should be based on the needs of the student. Some students are not able to function successfully in a ‘regular classroom’. The idea of special education is founded on the proposition that all children reach their full potential given the opportunity, effective teaching, and proper resources. It means that instruction is specially designed to meet the unique needs of children and youth who are exceptional. (Winzer 2005) A student should not be forced to an inclusive environment if it does not allow him or her to reach their full potential.
The second quote relates to the benefits of inclusion. The ultimate goal is to have a child successfully integrated into a ‘regular’ classroom. Inclusion benefits everyone involved in the process. Students who have disabilities are challenged and positive social skills are promoted. Students without disabilities are taught about character traits such as empathy, respect, and acceptance. They are shown through teacher modeling, that it is okay to be different and differences should be welcomed and embraced. According to Diamond & Carpenter, 2000 students without disabilities in inclusive classrooms are more accepting of human differences, show less discomfort interacting with people who have disabilities and have practical ideas regarding ways to include children with special needs in activities. Lastly the teacher is empowered personally and professionally. Professionally speaking teachers improve their collaboration skills, as there is a high degree of collaboration between them and special education teachers. (Winzer, 2005) In order for inclusion to be a positive experience for everyone involved the following factors described in Children with exceptionalities in Canadian Classrooms must be addressed:
- The school must be accepting of responsibility and cater to the needs of the children.
- Teachers must be heavily involved in the student with the disability, have a positive attitude/open mind, willing to plan experiences that are individualized.
- Team approaches such as collaboration, consultation and co-operation, team planning
- Individualization in terms of an IEP, environmental accommodations, assistive devices when needed.
- Curriculum needs to be accommodated or modified to suit the needs of the student, various strategies need to be used such as peer tutoring, and co-operative learning
- Evaluation policies for monitoring progress, consistent and accurate, adapted tests
- Supports such as appropriate teacher training, paraprofessionals
- Social support from peers, social skills training for students with disability
- Parents need to support program goals and need to be involved in the planning of an IEP. (Winzer, 2005)
In conclusion I believe that the student should be at the core of any decision, and inclusion should be the end goal. The student may not be ready today but there should be supports in place in order for that student to achieve this goal. If at the end of the day if the student will not achieve their full potential in a ‘regular’ class, than it is up to the families and educators to push that student to their fullest potential.
Tina Papapoulias
Should students with disabilities be included in a regular classroom?
What’s the point of going to school? Some say it’s because parents have to go to work, and others claim it’s free day care. Growing up, I had no idea why I had to go to school, but I always enjoyed it. Reflecting on my experience in school has made me see that school and education are both very valuable and important. School not only teaches us academic material but also allows us to grow into future members of society. It is in school where we socialize, make friends, and learn how to problem solve. Therefore, if school is the smaller version of our society, and we don’t include students with disabilities into our classrooms, how will they be included in our society?
In 1982 there was a major change in Ontario’s law’s, which regulated that all schools in Ontario include students with disabilities in the classroom. (Ontario Ministry, 2011) In 1991, The Ministry of Education said “ 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.” ( Zegarac, 2008)
Children grow up. They become adults. The child, who said something mean but everyone thought was cute, will grow up to be your boss. What are we teaching children? By including students with disabilities in our classrooms we are including them in our society. Although I strongly believe that students with disabilities should be included in the classroom, I believe there should be a process to how this is dealt with.
Students with disabilities should be assessed, and placed in the appropriate setting based on their needs. If a student will be successful in a regular classroom I believe that inclusion should be the first step in the process. If the family, administration and the teacher then feel that the student will benefit from a special education setting, I think that the student should be placed in a special education class for a limited period of time with specific goals in mind. Once the student achieves these goals, I believe that the student should then be gradually integrated in a regular classroom.
Having worked in both regular classroom settings with students who have disabilities, and special education contained classrooms I have seen the positive and negative effects of both. Students learn through modeling, and through their peers. Students placed in special education settings feed off of each others behaviour. “ It is nearly impossible to achieve socialization in abnormal settings.” ("Mainstreaming: A special," 2007) As well, children in the primary junior level are still developing cognitively, we as educators are teaching them how to apply their knowledge and think critically. It is very difficult for students to generalize the skills they have learned in one setting, over to another. “ Instruction and training given in segregated settings do not prepare students for participating in integrated settings.” ("Mainstreaming: A special," 2007) This is why I believe that partial integration (a student integrated in a regular class for part of the day) is important in that students education, and eventual ability to integrate back into the regular classroom.
In conclusion, I believe that inclusion needs to be the first choice for parents, students and teachers as required by legislation in Ontario. This being said, I believe that we as educators should always ensure that the needs of students are being met in regular classrooms and if this isn’t the case, students need to be placed in a suitable environment that will be beneficial.
References
Mainstreaming: A special education debate. (2007). Retrieved from
http://msaek.blogspot.ca
Ontario Ministry of Education. (2001). Special Education: A Guide for Educators.
Toronto: Queen’s Printer for Ontario.
Zegarac, G. Ontario Ministry Of Education, (2008). Special education in ontario
“closing the gap as the overarching goal: Changing special education practices and
outcomes”. Retrieved from website:
http://www.edu.gov.on.ca/eng/research/speced_aera_csse.pdf
What’s the point of going to school? Some say it’s because parents have to go to work, and others claim it’s free day care. Growing up, I had no idea why I had to go to school, but I always enjoyed it. Reflecting on my experience in school has made me see that school and education are both very valuable and important. School not only teaches us academic material but also allows us to grow into future members of society. It is in school where we socialize, make friends, and learn how to problem solve. Therefore, if school is the smaller version of our society, and we don’t include students with disabilities into our classrooms, how will they be included in our society?
In 1982 there was a major change in Ontario’s law’s, which regulated that all schools in Ontario include students with disabilities in the classroom. (Ontario Ministry, 2011) In 1991, The Ministry of Education said “ 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.” ( Zegarac, 2008)
Children grow up. They become adults. The child, who said something mean but everyone thought was cute, will grow up to be your boss. What are we teaching children? By including students with disabilities in our classrooms we are including them in our society. Although I strongly believe that students with disabilities should be included in the classroom, I believe there should be a process to how this is dealt with.
Students with disabilities should be assessed, and placed in the appropriate setting based on their needs. If a student will be successful in a regular classroom I believe that inclusion should be the first step in the process. If the family, administration and the teacher then feel that the student will benefit from a special education setting, I think that the student should be placed in a special education class for a limited period of time with specific goals in mind. Once the student achieves these goals, I believe that the student should then be gradually integrated in a regular classroom.
Having worked in both regular classroom settings with students who have disabilities, and special education contained classrooms I have seen the positive and negative effects of both. Students learn through modeling, and through their peers. Students placed in special education settings feed off of each others behaviour. “ It is nearly impossible to achieve socialization in abnormal settings.” ("Mainstreaming: A special," 2007) As well, children in the primary junior level are still developing cognitively, we as educators are teaching them how to apply their knowledge and think critically. It is very difficult for students to generalize the skills they have learned in one setting, over to another. “ Instruction and training given in segregated settings do not prepare students for participating in integrated settings.” ("Mainstreaming: A special," 2007) This is why I believe that partial integration (a student integrated in a regular class for part of the day) is important in that students education, and eventual ability to integrate back into the regular classroom.
In conclusion, I believe that inclusion needs to be the first choice for parents, students and teachers as required by legislation in Ontario. This being said, I believe that we as educators should always ensure that the needs of students are being met in regular classrooms and if this isn’t the case, students need to be placed in a suitable environment that will be beneficial.
References
Mainstreaming: A special education debate. (2007). Retrieved from
http://msaek.blogspot.ca
Ontario Ministry of Education. (2001). Special Education: A Guide for Educators.
Toronto: Queen’s Printer for Ontario.
Zegarac, G. Ontario Ministry Of Education, (2008). Special education in ontario
“closing the gap as the overarching goal: Changing special education practices and
outcomes”. Retrieved from website:
http://www.edu.gov.on.ca/eng/research/speced_aera_csse.pdf