Inclusion Within The Classroom
Promoting Inclusion within the Classroom
Isaac Roberts
EDU 280-1002
University of Nevada, Las Vegas
Author Note This paper was prepared for EDU 280, section 1001, taught by Dr. Levitt. The controversial topic of inclusion is a major issue within classrooms all over our nation today. Inclusive class settings, of course, blend students with disabilities into the general education classrooms with regular general education students. There are definitely many angles to view this disputed agenda from, and pros and cons to both sides of the inclusive learning. While inclusion certainly isn’t for everyone, this paper takes a general look from both sides of the equation in an effort to show different effects that inclusive …show more content…
learning will have on students, teachers and family within the community. Last semester, I got the opportunity to do some shadowing within inclusive classrooms throughout the Clark County School District here in Las Vegas. I shadowed ten different teachers in these classes throughout the semester and found that each and every classroom of students had very different results. My first day of shadowing was in a high school math class at Green Valley High School in Henderson. This teacher had a very monotone voice that echoed memories of Charlie Brown’s academic experience with very little engagement. I could tell from the very beginning that this teacher was not a fan of the students with disabilities within his classroom population, as he had very little tolerance and patience for them from the very beginning of the first class. Typically in inclusive classrooms, a special education teacher will assist students based on collaboration with the general education teacher. The special education teacher in this class worked very hard, although was frustrated with the general education teacher’s view of the students with disabilities. After class, she told me that many teachers like this do not approve of inclusive learning, and think that it is unfair for students with disabilities to get extra help. There are many other teachers and parents out there who feel the same way, and also feel that inclusive classrooms may deter learning through distraction. As I continued my shadowing, I next observed an English class that was also an inclusive learning environment. From the very start of class, I could tell that this English teacher had a very good relationship with all of her students. She used a lot of emotion, expression and simply knew how to engage every single student. Even students with ADHD within the classroom seemed locked into the lecture with real life examples and a fun learning environment. The same special education teacher from the math class was present here as well, and both teachers worked together impressively in teaching the students new material. What I learned from my shadowing experience was that attitude is everything. Teachers who embraced their inclusive classrooms with enthusiasm and a desire to help students succeed did just that, while other teachers seemed to drag their feet and seemed like they were only teaching an inclusive class because they had to. With good collaboration and planning between general and special education teachers, inclusive classrooms seemed very effective. Inclusive classrooms aren’t for every student.
There are students with more severe disabilities who genuinely need to be instructed in self-contained classrooms. For example, a student with severe low functioning autism would likely not get much from a general education classroom. The problem is that there are far too many students with mild to moderate disabilities that are being kept in these self-contained classrooms. These students with disabilities deserve access to the least restrictive environment, as stated in the Individuals with Disabilities Education Act which governs the education of students with disabilities and other needs. That means that these students, if appropriate, have every right to be in a regular classroom setting where they can learn as much curriculum as possible. School districts aren’t doing themselves any favors when it comes to testing by limiting the education of individuals with disabilities by holding them captive in self-contained classrooms. These students deserve the right to a full …show more content…
education. Another reason why inclusive settings are important for students with disabilities is that regular classrooms are an excellent place to create friendships and develop social skills that may be critical later in life. Students with and without disabilities can learn plenty of things from each other, and inclusive classroom settings are a great tool for regular general education students to understand and appreciate students with disabilities for who they really are. This experience of collaboration with other peers is crucial to students with disabilities and will likely help them in their life relationships in the future. Students with disabilities can also take advantage of inclusive settings with some access to technology they might not have otherwise. Technology is a huge learning tool for everyone, but also those with disabilities. While some teachers and parents may believe that students with disabilities may hold back other students, I have found from observations that with effective teaching, students can learn at their own pace very effectively. While not all teachers and parents may agree on the issue of inclusive classrooms, it seems inevitable that most education is going in this direction.
This will require many teachers to adapt teaching styles in order to reach all students, and if teachers aren’t up for the challenge, they may find themselves out a job. To me, it seems pretty clear that inclusive classrooms should have been initiated a lot sooner than they were. After all, teachers’ jobs are to prepare students for the next step and adult life within the community. Today’s students in our classrooms will be the next generation of employers and students with disabilities are no exception. Inclusive education is derived from the notion that every single student and family within a school community should be valued equally and receive the same opportunities and skills. It’s time that all educators come together to make inclusive settings work for everyone involved. If administrators, teachers, parents and students can all work together to make inclusive education work, our future generations will look very
bright.
References
The benefits of inclusive education.
(2012http://www.pbs.org/parents/education/learning-disabilities/inclusive-education/the-benefits-of-inclusive-education/, September).
Retrieved from http://www.pbs.org/parents/education/learning-disabilities/inclusive-education/the-benefits-of-inclusive-education/
Isaac Roberts
EDU 280-1002
University of Nevada, Las Vegas
Author Note This paper was prepared for EDU 280, section 1001, taught by Dr. Levitt. The controversial topic of inclusion is a major issue within classrooms all over our nation today. Inclusive class settings, of course, blend students with disabilities into the general education classrooms with regular general education students. There are definitely many angles to view this disputed agenda from, and pros and cons to both sides of the inclusive learning. While inclusion certainly isn’t for everyone, this paper takes a general look from both sides of the equation in an effort to show different effects that inclusive …show more content…
learning will have on students, teachers and family within the community. Last semester, I got the opportunity to do some shadowing within inclusive classrooms throughout the Clark County School District here in Las Vegas. I shadowed ten different teachers in these classes throughout the semester and found that each and every classroom of students had very different results. My first day of shadowing was in a high school math class at Green Valley High School in Henderson. This teacher had a very monotone voice that echoed memories of Charlie Brown’s academic experience with very little engagement. I could tell from the very beginning that this teacher was not a fan of the students with disabilities within his classroom population, as he had very little tolerance and patience for them from the very beginning of the first class. Typically in inclusive classrooms, a special education teacher will assist students based on collaboration with the general education teacher. The special education teacher in this class worked very hard, although was frustrated with the general education teacher’s view of the students with disabilities. After class, she told me that many teachers like this do not approve of inclusive learning, and think that it is unfair for students with disabilities to get extra help. There are many other teachers and parents out there who feel the same way, and also feel that inclusive classrooms may deter learning through distraction. As I continued my shadowing, I next observed an English class that was also an inclusive learning environment. From the very start of class, I could tell that this English teacher had a very good relationship with all of her students. She used a lot of emotion, expression and simply knew how to engage every single student. Even students with ADHD within the classroom seemed locked into the lecture with real life examples and a fun learning environment. The same special education teacher from the math class was present here as well, and both teachers worked together impressively in teaching the students new material. What I learned from my shadowing experience was that attitude is everything. Teachers who embraced their inclusive classrooms with enthusiasm and a desire to help students succeed did just that, while other teachers seemed to drag their feet and seemed like they were only teaching an inclusive class because they had to. With good collaboration and planning between general and special education teachers, inclusive classrooms seemed very effective. Inclusive classrooms aren’t for every student.
There are students with more severe disabilities who genuinely need to be instructed in self-contained classrooms. For example, a student with severe low functioning autism would likely not get much from a general education classroom. The problem is that there are far too many students with mild to moderate disabilities that are being kept in these self-contained classrooms. These students with disabilities deserve access to the least restrictive environment, as stated in the Individuals with Disabilities Education Act which governs the education of students with disabilities and other needs. That means that these students, if appropriate, have every right to be in a regular classroom setting where they can learn as much curriculum as possible. School districts aren’t doing themselves any favors when it comes to testing by limiting the education of individuals with disabilities by holding them captive in self-contained classrooms. These students deserve the right to a full …show more content…
education. Another reason why inclusive settings are important for students with disabilities is that regular classrooms are an excellent place to create friendships and develop social skills that may be critical later in life. Students with and without disabilities can learn plenty of things from each other, and inclusive classroom settings are a great tool for regular general education students to understand and appreciate students with disabilities for who they really are. This experience of collaboration with other peers is crucial to students with disabilities and will likely help them in their life relationships in the future. Students with disabilities can also take advantage of inclusive settings with some access to technology they might not have otherwise. Technology is a huge learning tool for everyone, but also those with disabilities. While some teachers and parents may believe that students with disabilities may hold back other students, I have found from observations that with effective teaching, students can learn at their own pace very effectively. While not all teachers and parents may agree on the issue of inclusive classrooms, it seems inevitable that most education is going in this direction.
This will require many teachers to adapt teaching styles in order to reach all students, and if teachers aren’t up for the challenge, they may find themselves out a job. To me, it seems pretty clear that inclusive classrooms should have been initiated a lot sooner than they were. After all, teachers’ jobs are to prepare students for the next step and adult life within the community. Today’s students in our classrooms will be the next generation of employers and students with disabilities are no exception. Inclusive education is derived from the notion that every single student and family within a school community should be valued equally and receive the same opportunities and skills. It’s time that all educators come together to make inclusive settings work for everyone involved. If administrators, teachers, parents and students can all work together to make inclusive education work, our future generations will look very
bright.
References
The benefits of inclusive education.
(2012http://www.pbs.org/parents/education/learning-disabilities/inclusive-education/the-benefits-of-inclusive-education/, September).
Retrieved from http://www.pbs.org/parents/education/learning-disabilities/inclusive-education/the-benefits-of-inclusive-education/