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Inclusion in a Rural Setting

Carli Clark
Term Paper

CORE 323
Gregor Wolbring & Patti DesJardine
November 28, 2013

Inclusion in a Rural Setting


Carli Clark

Inclusion, over time has changed the way classrooms are constructed. In rural
communities today, a classroom may look differently than it did over twenty years ago because
of educational and social values. Society has recognized and considered the way in which social
inclusion gives children with disabilities an opportunity to be educated at the same level as other
children. Inclusion will also assist in educating society on the benefits of classrooms that do not
seclude those that may have a different learning style or have impairments that do make it hard
to learn. Inclusion within a classroom increases support, participation, accommodation, staff
education, technology, and acceptance from peers, Smoot (2004). Through time, a number of
studies show inclusion of children with disabilities in a regular classroom and the work being
done to limit social discrimination as well as bring awareness to how human behavior is
influenced in our early years of education. This awareness limits the negative perceptions placed
on children with disabilities and allows society as a whole to be more inclusive. Before inclusion
was considered, many of these children were subject to negative institutions or group homes
where their needs were not specifically met. This paper examines present implications of
inclusive education by further looking at technologies advances and global comparison to fully
convey where inclusive education came about and how it is reflecting the way society perceives
those with disabling implications. This paper will exemplify how teachers, students, and support
staff adapt to their classroom in the presence of a child with Autism in rural Alberta.
Specifically, with the rise in Autism Spectrum Disorder in Canada, there are questions around
whether or not children with Autism should be included in a classroom setting based on their
level on the spectrum. Research around this topic will also look at whether or not school systems

are truly following the model of inclusion. Inclusion is important in the development of social
interaction for all individuals regardless of their specific abilities. If society can further
understand where the gaps are about inclusion in our education there will be more awareness and
approach towards limiting segregation in the classroom.
Peer Perspective
A gap in perspectives and recent studies looks at how able body and minded students
perceived their peers with impairments. In previous years, there were not a lot of studies linked
to how peers perceived each other in the class room when there is a child with a disability
present. Classroom dynamics have generally been based on structure, academics and behaviors
among those without disability. Educational inclusion can have many benefits to people with or
without disability and having integration in kindergarten to grade twelve classrooms allow social
perceptions to be decreased. The inclusion of children at an early age can determine the level of
awareness later on in life making it easier for individuals to recognized disability without placing
judgment upon those with limiting factors, Diamond, Hestenes, Carpenter, and Innes (1997).
Categorizing people comes from the attitudes and behaviors that are derived from what we know
and act upon with positive or negative attitudes. Often time people have a negative connotation
towards people with disabilities and therefore act or behave differently in their presence. When
children are exposed to one another at an impressionable age, they learn to adapt and adjust to
the behaviors of strangers just as they would to someone common in their life. At an early age
parents try to get their children involved with one another; for instance sports, music and
ultimately playing. All these activities allow children to have a fair chance of gaining confidence,
life skills and education from playing with one another. Studies have shown that with early
intervention and recognition of different disabilities, the more positive response and

understanding children without limitation will recognize and accept. Diamond, Hestenes,
Carpenter and Innes (1997) explain the process of attitude formation comes from the attitudes
and behaviors we have towards one another. During kindergarten, children are prone to develop
these attitudes and behaviors based on other children that surround them. These experiences
allow children to have more accurate knowledge about certain disabilities and push them to have
a positive attitude towards one another. In interest of looking at different types of disability,
Diamond and fellow researchers (1997) found that experience in an inclusive classroom is
associated with increases in childrens understanding of disabilities. This concludes that upon
entering school in an inclusive classroom that children will be more aware and accepting of
disability and may not relate a negative connotation between disability and ability. Another
factor that needs to be highly considered is if the teachers in these classrooms are being affective
and inclusive in their educational goals.
Teachers Perspective
In every class before inclusion, goals are in place to ensure that all students are achieving
their developmental milestones. One factor that can be detrimental to all students is the attitude
of teachers and their support staff. Education around different disabilities is important for school
staff awareness of the different needs of students. Often times we revert back to the ideas of
special education rather than inclusion McGhie-Richmond (2013). One factor that McGhieRichmond (2013) found in studying teachers in inclusive settings is that of favoritisms or more
inclusion when having a student of physical disability compared to cognitive disability. There is
a sense that as a society we are more willing to accept those with physical limitation because of
easier adaptations such as wheelchairs to move around in, prosthetics to allow use of both arms,
and something as simple as glasses. But, when it comes to a cognitive or intellectual impairment,

there is a lot more avoidance from our educator because of the lack of education around these
impairments. This goes to show the education of our educators needs to be broadened and be
able to adapt their classroom to these children. The question is raised about cognition being a
distraction to other learners in the classroom. This example is seen during Clarks (2013)
response to a kindergarten aged boy who presents severe on the Autistic spectrum compared to a
little girl that have spastic cerebral palsy. She states he had to be removed because he was being
disruptive. Orsati (2013) also recognizes this in his study of teachers and teacher aids when
looking as non-normative behavior. Because of the different power structures and social
construction illustrated, children with these different behaviors are seen as problem children,
labeling the child rather than fully understanding what needs the child has and how to be dealt
with in order to fully engage the child in an inclusive classroom, Osati (2013). Differentiating
between an actually limitation and a child who is acting out are two different topics. Any child
can be a problem in class if they are being disruptive, acting out, or even bullying another child.
The terms problem or special needs are used in the direct relation with one another. In the
case of labeling, teachers automatically respond by removing the child from the class because of
how their behavior is affecting the rest of the class, Ortasi (2013). Being that power is placed in
the teachers hands, they often determine if their class is going to be inclusive or not. If a teacher
is struggling to adapt their classroom for a child with a limitation, it may be appropriate to
consider support and collaboration from other resources that can help these leaders better
understand the necessities of these children as they to have the right to education. Can the
question be raised that if the teacher does not know how to best support a child with a disability
should they be teaching in an inclusive setting? Orsati (2013) discusses the idea that a disability
studies perspective should be offered to our teachers for them to fully understand and function in

an inclusive setting. All teachers are educated under a governing body and the implementation of
disability studies during teachers formal education process should be considered if there are
more children with limitations present in school systems.
Because inclusion is relatively new and being more recognized, McGhie-Richmond
(2013) found that the younger teachers may be more accepting and inclined to teach in an
inclusive classroom. This younger generation of teachers may have had more awareness growing
up during their time in school with exposure to different types of disabilities, which in return
supports their beliefs and values in an inclusive education system. These teachers who are seen
to have a positive outlook will provide sufficient support and use realist resources in developing
classrooms that are fully inclusive. Younger generation teachers will be able to use positive
language to create an understanding of the different disabilities that may be present in their
classrooms. Osati (2013) states, Teachers, principals, and related service providers use such
descriptors routinely, but rarely examine their use. School educators need to be leaders to
children in order to allow full inclusion. If children have role models who are ignoring or
removing children from their class because of different behavior, are setting examples to children
who are considered to be the norm that they are superior to the child with disability. Behaviors
need to be treated equally between a disabled and non-disabled child in order to support
inclusion and diversity.
Funding
As earlier described, exclusion is still present in school classrooms that are said to be
inclusive. Resistance to inclusion is still present and needs to be overcome. There are multiple
barriers to inclusion such as attitudes, beliefs, and specifically funding. Funding can be a huge
contributor to the amount of resources that are placed in rural settings. Rural settings in the past

have been left behind during the changes in technology and assessments from health care
professionals such as Occupational Therapists, Speech Language Pathologists and
Physiotherapists. Current studies show that the barrier of cost is actually not much of a barrier at
all. Inclusive education has never been proven to cost more than that of special education
programs, Odom (2000). Because of the lack of data using cost and funding as a barrier to have
an inclusive classroom may produce less initiative from parent who have children with
disabilities to enter a regular classroom. In later studies Odom and colleagues (2001) measured
the cost of inclusive education compared to special education in nine cases. Out of those nine
comparisons, six of them showed that total cost of inclusive education was lower than that of
traditional program. Gathering from this information on a wide study, there is some data proving
that that funding may not be a major concern in trying to increase the amount of inclusive classes
we have in our rural communities. A barrier that may need to be considered is around where the
money is spent. Being logical and precise with budgets can determine whether or not inclusion
will exist. A final consideration should be heavily weighted on how severe the childs disability
may be and the cost in resources to have a child of extreme limiting factors attend a regular
school. Odom (2000) makes a valid conclusion when stating children with more severe
disabilities often require more services. This conclusion exemplifies the considerations that
need to be placed around the appropriateness of different disabilities in a regular classroom and
how much funding will be put towards that child. Although there is a need for children with
disabilities to be included in classrooms with non-disabled peers, there is a hurdle that may stand
in the way of how feasible a classroom may be. These barriers are something that needs to be
further investigated to come to a clear agreement on inclusion in a classroom.

Global Implications
Educational inclusion has been growing tremendously over the years not only in rural
Alberta but also across the country and even as far as around the world. Inclusion specifically
can be a hard thing to determine when there are other implications such as gender and cultural
issues.. Leaders in the global perspectives such as United Nations Educational Scientific and
Cultural Organization (UNESCO) (2009) exemplifies why it is important to have early
intervention for children with disabilities. Due to social exclusion just based on disability, having
early interventions creates opportunities for children to access services. To be inclusive,
educational systems must offer differentiation, accommodations and modifications within the
general curriculum and include early training in orientation, mobility skills and alternative
communication. Looking at the initiative UNESCO (2009) has taken, there is a clear indication
that this organization is bringing awareness globally and recognizing the needs of those with
disability with early intervention.
The World Disability Report (2011) includes disability overviews from around the world
and looks at the different implications that may be beneficial towards inclusion and barriers.
Statistics measure children between the ages of 0-14 living with disabilities are between
93,000,000 and 150,000,000. Although having statistical facts are important to see the variances
in disabled versus abled, it is important to take into consideration they types of disabilities being
considered. The World Disability Report (2011) recognizes that accounting for all disabilities
does not give a clear picture in the success of inclusive education. This report also looks at the
differences in special education and inclusion by stating There are no universally agreed
definitions for such concepts as special needs education and inclusive education, which hampers
comparison of data World Disability Report (2011). If there is no definition and there is a
hamper in the comparison of data, the structure of inclusive education cannot be clearly defined;

therefore, making it nearly impossible to have sound structure when facing the struggles of
developing inclusive education. Education is an imperative part of growth in society and needs to
be fully considered on all levels to function appropriately.
Transhumanism
When considering Autism Spectrum Disorder in the school system there are a lot of
questions surrounding whether education in a regular class is appropriate, Ravet (2011). Children
who have limitations from Autistic behaviors can be seen in both rural and urban classrooms
today. In the interest of increasing numbers of children with Autism entering regular classroom,
these children are often labeled. This labeling can come from other children, teachers, support
staff and even the childs parent. Labeling can also be present in the use of technology in the
class room Ravet (2011). In the domain of education, communication technologies play an
important role in promoting active learning and participation in the classroom for students with
disabilities, contributing to their students gaining academic skills necessary for a successful
transition into adulthood Wolbring and Diep (2013). Looking at the different advancements of
technology, there is sure to be a change in the way all children are included in a classroom.
Olson (2013) and Cyhope (2006) believe that children need to be educated about transhumanism
because of the increase in technology in classrooms today. Most classrooms in rural Alberta are
recently being fitted with different technology to better suit their classrooms. Technology has
boomed over the last ten years making advancements in learning even greater. When considering
children with Autism, technology can be very beneficial towards these childrens learning
capacity. Cyhope, (2006) looks at how transhumanism education could be brought into each
specific class during grade school in order to educate all students on the advancements in
technology. Educating all students on the ideas of transhumanism is not a detriment but it does

pose the question on whether transhumanism will benefit all students in the same way. For a
child with Autism, communication technology is the most suitable adaptive device in allowing
these children to participate in an inclusive classroom. In a system such Integrated Learning
Systems (ILS,) children with autistic behaviors have the ability to become more focused. Clark
(2013), comments on this during her recent experience with a little girl that is considered
"globally delayed; she expresses the need for this particular system to keep the little girl more
focused and fully participating with the rest of the classroom. Autism being known for the lack
of social functions, ILS has shown significant gains in social skills and emotional regulation,
May-Benson (2013). This improvement alone could promote inclusion in the classroom due to
the pressures of being socially accepted by society. Barriers also need to be considered when
using adaptive technology. Francis, Mellor and Firth (2009) explore these barriers when using
someone with Autism Spectrum Disorder in research of devices; considering the fear of failure
and motivational deficits makes it hard for these individuals to engage. Francis, Mellor and Firth
(2009) also examine the benefits of having someone with Autism involved in the design process
of adaptive technology because someone with Autism can best exemplify what is needed in order
to make this technology affective. By using the different techniques they were best able to find
ways in which someone with autistic behaviors interact in comparison to someone that is not
autistic. This study alone shows the inclusion of individuals with limiting factors as a positive
experience. Transhumanism in the case of autistic children being inclusive in class is seen to be
beneficial in many different aspects. With fast development of programs and the increasing rate
of Autism in Canada, technology can fully support educational providers and classroom peers in
understanding the importance of inclusive education.

Conclusion
As gathered through research and qualitative data, it is understood that inclusive
education is prevalent and needs to be fully examined in order to survive. Limiting the amount of
institutions and making classrooms more inclusive will increase the quality of life and social
construction around individuals that may present with different limitations. It is important to take
into consideration the need for inclusive education to promote the lives of those that may be
often pushed into a corner. From the gathered information, there is a better understanding of
different perceptions placed on those that may have limitations due to a disability such as
Autism. Alberta specifically has increasing numbers of children with Autism due to the support
of the health care system and programing. Rural Alberta development is important in allowing
families to feel accepted and have a place for their children to gain the education they have the
right to. There is also a huge implication that because inclusion is becoming more widespread
through Alberta, that most peers, teachers, and families are being educated and fully supported in
the classroom to understand the need for inclusion. Evaluation of our educational institutes and
the people running them should also be considered to ensure the quality of education if fair
across the board. Because of awareness and education, as a society there will be more value in
understanding disability. Through direct education, there will be further exploration into global
impacts and how technology advancements can be used not only in rural setting, but, all over the
world to help improve educational systems. This topic is one that needs to be further explored
and will always be evolving based on the increase numbers of children with autism in rural
Alberta.

References:
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Odom, S. L., Hanson, M. J., Lieber, J., Marquart, J., Sandall, S., Wolery, R., Horn, E., Schwartz,
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Olson, N. (n.d). Transhumanism for Children. (web blog). Retrieved on Nov 26, 2013 from:
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