inclusive classrooms
The Success of Inclusive Classrooms xxxxxxxxxxxxxxxxxx The Institute for Special Education
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3/26/14
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Psychology
The Success of Inclusive Classrooms
Introduction
Inclusive classroom is the cause of debates between families with children who have learning disabilities and those that do not have children with learning disabilities (Brehm, 2003). Inclusion can be understood as Brehm states it,
Providing to all students, including those with significant disabilities, equitable opportunities to receive effective education; services, with the needed supplementary aids and support services, in age-appropriate classrooms in their neighborhood schools, in order to prepare students for productive lives as full members of society. (2003, p. 89)
With the collaboration of the school and home, inclusive classrooms can be successful. Students who have learning disabilities and those who do not have learning disabilities will have the opportunity to develop in a personal fashion, social relationships, and helps students with learning disabilities become “productive… as full members of society” (Brehm, 2003, p. 89). Inclusive classrooms are consistent with the law that all students should be educated in the least restrictive environment (Banerji & Dailey, 1995).
Results
Some are opposed inclusion because they believe it will be costly for the school. One school wanted to test inclusive classrooms in their own school and to see the effects. They froze their budget so the public cannot attribute their success to an increase in expenses (Van Dyke, Stallings, & Colley, 1995).
Their per-pupil expenditures for students with learning disabilities were slightly lower than neighboring schools. Since all students were included in the general education the budget was reformed (not increased) to support that. For example, the school did not have to provide separate transportation for students with special
xxxxxxxxxxxxxxxxxx
3/26/14
xxxxxxxxxxxxxxxxxx
Psychology
The Success of Inclusive Classrooms
Introduction
Inclusive classroom is the cause of debates between families with children who have learning disabilities and those that do not have children with learning disabilities (Brehm, 2003). Inclusion can be understood as Brehm states it,
Providing to all students, including those with significant disabilities, equitable opportunities to receive effective education; services, with the needed supplementary aids and support services, in age-appropriate classrooms in their neighborhood schools, in order to prepare students for productive lives as full members of society. (2003, p. 89)
With the collaboration of the school and home, inclusive classrooms can be successful. Students who have learning disabilities and those who do not have learning disabilities will have the opportunity to develop in a personal fashion, social relationships, and helps students with learning disabilities become “productive… as full members of society” (Brehm, 2003, p. 89). Inclusive classrooms are consistent with the law that all students should be educated in the least restrictive environment (Banerji & Dailey, 1995).
Results
Some are opposed inclusion because they believe it will be costly for the school. One school wanted to test inclusive classrooms in their own school and to see the effects. They froze their budget so the public cannot attribute their success to an increase in expenses (Van Dyke, Stallings, & Colley, 1995).
Their per-pupil expenditures for students with learning disabilities were slightly lower than neighboring schools. Since all students were included in the general education the budget was reformed (not increased) to support that. For example, the school did not have to provide separate transportation for students with special
References: Benerji, M., Dailey, R. A. (1995). A Study of the Effects of an Inclusive Model on Students with Specific Learning Disabilities. Journal of Learning Disabilities, 28(8), p511-522. doi: 10.1177/002221949502800806 Brehm, K. (2003). Lessons to Be Learned and the End of the Day. School Psychology Quarterly, 18(1), p.88-95. doi:10.1521/scpq.18.1.88.20875 http://www.udlcenter.org/ Staub, D., Peck, C. A. (1994). What Are the Outcomes for Nondisabled Students? Educaional Leadership, 6, p36-40. Retrieved from http://rdas-proxy.mercy.edu:3176/ehost/pdfviewer/pdfviewer?sid=4bf1b7b5-27eb-4c47-9b29-43509138eaff%40sessionmgr110&vid=4&hid=125 Van Dyke, R., Stallings, M. A., Colley, K. (1995). How to Build an Inclusive Community: A Success Story. Phi Delta Kappan, 76, p475-479. Retrieved from http://search.proquest.com/docview/218474563?accountid=12387 Zigmond, N., Jenkins, J., Fuchs, L. S., Fafard, M. (1995). Special Education in Restructured Schools: Findings from Three Multi-Year Studies. Phi Delta Kappan, 76(7), p531-540. Retrieved from http://search.proquest.com/docview/218510466?accountid=12387