Samantha Salazar

10/22/15
EDCI 302-01
Anthony-Stevens
Diversity and Equity Research Paper
The Least Restrictive Environment:
The Need for Inclusion and Challenges Facing Children with Special Needs
Since acts like IDEA have been implemented in the United States, schools have been a
place of continual change for people with diverse learning abilities. One of these newest ideas,
inclusion, is an important concept in schooling where children on IEPs are allowed to learn in the
same classroom environments as their peers. It has been argued that an inclusive education
system is better for children in special education because it provides them with the least
restrictive educational environment. Although parents are often concerned about how inclusive
education will impact the general education students, there are studies that suggest that inclusionbased classrooms benefit all children, not just those with special needs. Even though many
beneficial things have come from inclusion in the classroom, special education students face
many challenges in school. How does the implementation of an inclusive classroom impact the
learning trajectories of students with special needs, and how do these research-based methods
impact general education students in the same classroom?
The ideal image of an inclusive classroom is described by Julie Causton and George
Theoharis (2014) as building a community where The focus [is] on seamlessly providing
students the services and supports that they need within the context of general education in order
for all students to reach their social and academic potential (p. 97). As stated above, it is
argued that this inclusive system improved the quality of education for children in special
education because it puts them in their least restrictive environment. It is also important to note,
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however, that inclusion benefits both special and general education students in various ways.
Special education students obtain time to practice social skills, knowledge of content they may
not have had access to in the resource room, constant examples of modeling for appropriate
classroom behavior, and an elevated sense of self-concept. A case study conducted in the
Geneseo Central School District (2004) claimed that Students in this program evaluation
generally seemed to feel accepted in the classroom as evidenced by their responses on the PiersHarris [Children's Self-Concept Scale], as well as teacher and parent feedback on surveys
(Wischnowski, M. W., Salmon, S. J., & Eaton, K., p. 10). General education students benefit
from inclusion as well, gaining leadership roles, a greater sense of understanding of diverse
learners, and also an elevated sense of confidence for being role models to their peers. A
particular case study done by Putnam, Markovchick, and Johnson (1996), explains what happens
when general education students arent exposed to working with children with special needs:
The results [of the study] show that the students who worked in heterogeneous
cooperative-learning groups with special education students tended to perceive them as
more desirable work partners at the end of the year than they had at the beginning. On the
other hand, students who had participated in lecture-based classes with few opportunities
for cooperation with their special needs classmates held rigid and unchanged views of
both their regular education and special education peers (Zindler, R., no page).
If classical, pre-IDEA classroom settings are upheld today, it is more likely that those
stereotypical barriers will remain where they were, students segregating each other and creating a
classroom culture devoid of any sense of belonging. The loss of this nurturing community would
be detrimental to the quality of education of diverse learners everywhere.

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While inclusion has many benefits to students in both general and special education, there
are challenges that children with special needs constantly have to face in inclusive classrooms.
Some of the most common discrimination issues that diverse learners will face in class will be
other students using inappropriate language directed at them. Phrases like Thats so retarded
can be very hurtful for students in special education, and this language is unacceptable in the
classroom. Marginalization is another pressing issue for students with special needs. Going hand
in hand with inconsiderate language, negative labels can also make it more difficult for an
inclusive community to form. When neurotypical students are purposefully setting themselves
apart from their other classmates with special needs, special education students will find the
classroom to be a very lonely place and will be less willing to participate in class or attempt any
work at all. Lastly, positioning, or physical separation of one group from another, can impact a
student more than might be originally realized, whether this categorization is done by the
students or by the teacher (Berry, R., 2006, p. 496). Positioning can be as simple as a student
believing that children with special needs are just different from them (conscious) or a teacher
having all special education children sit at one table in the back of the classroom (unconscious).
Regardless as to whether the positioning is deliberate or accidental, it causes a physical divide
between the special education students and everyone else involved in the community, which
completely contradicts the purpose of inclusion in the first place.
Case studies show that inclusion is as beneficial for students with disabilities as it is for
neurotypical children. Being able to practice interactions with people different from themselves
and increase their confidence in social and academic settings are just a couple of the ways that all
students can benefit from inclusive education, but despite these gains, there are still constant
challenges facing students with special needs in inclusive classrooms. Discrimination in the
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forms of inappropriate language, social marginalization, and positioning are enough to set a child
back in school by taking away their sense of belonging in the classroom. When this accepting,
inclusive setting is not implemented, students will not feel the need to give their peers with
special needs respect, and special education students will feel this hostility, their confidence
slipping through outstretched hands and reaching for any positivity that can be found in school.
They will socially and academically start falling further behind if these challenges arent
addressed, but with teachers often not having adequate training in inclusive classroom
management, how will they know what steps they need to take to make things better?

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References

Berry, R. (2006). Inclusion, Power, and Community: Teachers and Students Interpret the
Language of Community in an Inclusion Classroom. American Educational Research
Journal, 43(3), 489-529. Retrieved October 8, 2015, from JSTOR.

Causton, J., & Theoharis, G. (2014). Leading Inclusive Reform for Students with Disabilities: A
School- and Nationwide Approach. Theory Into Practice, 53(2), 82-97.
doi:10.1080/00405841.2014.885808

Wischnowski, M. W., Salmon, S. J., & Eaton, K. (2004). Evaluating Co-teaching as a Means for
Successful Inclusion of Students with Disabilities in a Rural District. Rural Special
Education Quarterly, 23(3), 3-14.

Zindler, R. (2009). Trouble in Paradise: A Study of Who Is Included in an Inclusion Classroom.

Teachers College Record, 111(8), 1971-1996.

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Steps Toward a More Inclusive Classroom

It has long been debated whether or not students with special needs should be included in
the general education classroom. Although some feel that having students with special needs in
the classroom is detrimental to their own son/daughters wellbeing in school, research has shown
that general education students as well as those with special needs can benefit from inclusion,
especially when a teacher has the right attitude and the proper training to implement it (Berry).
The research speaks for itself when it comes to the application of inclusive classrooms in
academic settings, but the clarity fades as methods of how to successfully run an inclusive
classroom are discussed. The literature mentions many potential ways that teachers can facilitate
an inclusive environment, but above all, research states that it is important that each student
participates in their own way and that instructors teach and accommodate for all students, not
just the neurotypical ones.
Concepts like the funds of knowledge gives us a better understanding of how ideas and
information can have value regardless of a persons background, and this same belief can be
applied to classroom participation. There is always a way that a student can participate in class,
and when they do, they are more likely to remember the material and feel like a part of the
classroom as any normal child would. Some students can even participate through the voices of
others, a practice called heteroglossia. This is where a student may know the answer to a
question during a classroom discussion, but upon being called on they get nervous and forget
their answer. Another student will whisper the answer to them, reassuring the nervous student so
that the student can then respond to the teacher with confidence and participate in the activity
(Berry). This practice has proven highly effective in classrooms, but a differentiation between
this idea and academic dishonesty must be made clear in order for it to be successful. Another
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similar method has a child mentor work with the child with special needs during class time, and
while this works well, it does not have the same group socialization component that is appealing
about heteroglossia in class discussions.
Participation can also come in forms like group discussions, literacy circles, and group
projects. Encouraging students to work together while at the same time monitoring their behavior
for appropriateness towards students with special needs is a great idea. Students are often
comfortable around each other once they have gotten an opportunity to work collaboratively.
Implementing an ask three before me policy in the classroom (ask three classmates before
calling on the teacher) also encourages students to rely on one another and interact rather than
work alone or with just the teacher (Zindler), though the teacher must still be available to all of
the students when they need help.
Aside from basic classroom policies and activities, there are ways that teachers can
improve their own instructional methods in order to facilitate a more inclusive classroom
environment. It is important that instructors of inclusive classrooms maintain a calm, more
casual feel about teaching. Each child is going to learn differently, and this is even more so for
children with special needs. Lecture based classrooms are not going to be the most effective way
to get material into the minds of the students, so sometimes images, hands on projects, or
technological accommodations will need to be made for students in order for them to move
forward with the content. A teacher must be flexible in curriculum and be willing to repeat
instructions and leave space when speaking, that way students have time to reflect on what is
being said (Berry). Teachers may also want to seek help from a paraprofessional or have a cotaught classroom to ensure that their students with special needs get everything they need to
succeed in school. If a general education instructor is unsure of what to do, or if a child needs
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help that can only be provided by a paraprofessional, sharing a classroom with a paraprofessional
is an excellent resource and guide for a well-balanced inclusive classroom. These practices will
make learning much more meaningful for the students, and it will teach instructors how to be
patient with themselves in such a fast paced work space. The learning of classroom teachers
cannot stop once a certificate is in hand.
The options are not limited for effective inclusion in classrooms. There are many
opportunities for students to interact with the teacher as well as with one another, which benefits
them socially and academically. Group discussions and heteroglossia are only a couple of ways
to make student participation possible, and adjusting our teaching strategies to accommodate all
students is just the beginning. Different methods work for different subject areas, but all in all,
slow paced, caring, interactive teachers make for a better inclusive classroom, especially when
they build up a community where every child belongs regardless of gender, sexuality, race, or
disability. Simply starting with a couple of action steps is the easiest, most sure way to create the
inclusion-based classroom of the future.

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Works Cited

Berry, R. (2006). Inclusion, Power, and Community: Teachers and Students Interpret the
Language of Community in an Inclusion Classroom. American Educational Research
Journal, 43(3), 489-529. Retrieved October 8, 2015, from JSTOR.

Zindler, R. (2009). Trouble in Paradise: A Study of Who Is Included in an Inclusion Classroom.

Teachers College Record, 111(8), 1971-1996.

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University of Idaho Lesson Plan

Name
Date 12/01/15
Samantha Salazar
Subject
Topic
9th Grade English
Understanding Diverse Learners
The big idea(s) or essential question(s)
Big idea: Students with disabilities are like we are, but with some mental delays
or physical restrictions. They still feel and want friendships just like you and I,
and Rules shows this very well through text. Normality is a societal construct;
there is no normal. In the novel we encounter autism and cerebral palsy.
Disabled people deserve the same rights that we do. These are the questions Id
like to get my students to think about:
What is normal?
What disabilities might we encounter?
Are our disabled peers really that different from ourselves?
Does having a disability make someone any less of a person?
State of Idaho and/or common core standards addressed:
Writing Standards Grades 9-10:
1.Write arguments to support claims in an analysis of substantive topics or
texts, using valid reasoning and relevant and sufficient evidence.
a. Introduce precise claim(s), distinguish the claim(s) from alternate or
opposing claims, and create an organization that establishes clear
relationships among claim(s), counterclaims, reasons, and evidence.
b. Develop claim(s) and counterclaims fairly, supplying evidence for each
while pointing out the strengths and limitations of both in a manner that
anticipates the audiences knowledge level and concerns.
c. Use words, phrases, and clauses to link the major sections of the text,
create cohesion, and clarify the relationships between claim(s) and reasons,
between reasons and evidence, and between claim(s) and counterclaims.
d. Establish and maintain a formal style and objective tone while attending
to the norms and conventions of the discipline in which they are writing.
e. Provide a concluding statement or section that follows from and supports
the argument presented
OR
2. Write informative/explanatory texts to examine and convey complex ideas,
concepts, and information clearly and accurately through the effective
selection, organization, and analysis of content.
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a. Introduce a topic; organize complex ideas, concepts, and information to

make important connections and distinctions; include formatting (e.g.,
headings), graphics (e.g., figures, tables), and multimedia when useful to
aiding comprehension.
b. Develop the topic with well-chosen, relevant, and sufficient facts,
extended definitions, concrete details, quotations, or other information
and examples appropriate to the audiences knowledge of the topic.
c. Use appropriate and varied transitions to link the major sections of the
text, create cohesion, and clarify the relationships among complex ideas
and concepts.
d. Use precise language and domain-specific vocabulary to manage the
complexity of the topic.
e. Establish and maintain a formal style and objective tone while attending
to the norms and conventions of the discipline in which they are writing.
f. Provide a concluding statement or section that follows from and supports
the information or explanation presented (e.g., articulating implications or
the significance of the topic).
Language Standards Grades 9-10:
4. Determine or clarify the meaning of unknown and multiple-meaning words
and phrases based on grades 910 reading and content, choosing flexibly from
a range of strategies.
a. Use context (e.g., the overall meaning of a sentence, paragraph, or text;
a words position or function in a sentence) as a clue to the meaning of a word
or phrase.
b. Identify and correctly use patterns of word changes that indicate different
meanings or parts of speech (e.g., analyze, analysis, analytical; advocate,
advocacy).
c. Consult general and specialized reference materials (e.g., dictionaries,
glossaries, thesauruses), both print and digital, to find the pronunciation of
a word or determine or clarify its precise meaning, its part of speech, or its
etymology.
d. Verify the preliminary determination of the meaning of a word or phrase
(e.g., by checking the inferred meaning in context or in a dictionary).
5. Demonstrate understanding of figurative language, word relationships, and
nuances in word meanings.
a. Interpret figures of speech (e.g., euphemism, oxymoron) in context and
analyze their role in the text.
b. Analyze nuances in the meaning of words with similar denotations.
Objectives: Students will learn about diverse learners while at the same time learning how to
differentiate between persuasive and informative forms of rhetoric.

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Diversity goals: (where relevant)

o Developing multiple historical perspectives
o Developing cultural consciousness
o Increasing intercultural competence
o Combatting discrimination
o Developing awareness of the state of the planet and awareness of global dynamics
o Developing social action skills

TSWBAT

Learn about children with disabilities and reflect on how they

are treated by their peers.

TSWBAT

Enhance their writing skills by doing either 1) a small research

paper on a disability of their choice or 2) a persuasive essay
about inclusion or a related topic.

Materials and/or technology

Rules by Cynthia Lord, handouts, markers and large poster paper, computers,
composition notebooks.
Activities/procedures (include anticipated time for each)
Introduction/activator: Friday before unit- hand out novels and explain unit a
bit. Assign 40 pages of reading for over the weekend. Unit day one. Journal
entry in writers notebook Is Catherine justified in making rules for her younger
brother? Class discussions begin having read the first 40 pages. Peer group
discussions about what happened in the novel with guided reading questions to
help them direct their talks. I will have them ask questions toward the end of
class if they are curious about any of the books happenings thus far. Small
presentation: What are autism and cerebral palsy? What are some
characteristics? Day two will go the same way, with another 40 pages being
read. Journal entry What is disability to you? Is it a lack of intelligence, coping,
or resources? More discussions, but this time a handout for kids to draw what
words they would have given to Jason for his communication book. Day three.
Journal entry What defines who you befriend? 40 more pages read. More peer
group discussions. I ask if anyone needs clarification on anything again. Day 4.
Journal entry What embarrasses you? Do the opinions of others impact how
you act and what you do? Peer group discussions, hand out large pieces of
paper and markers and have them illustrate a section of the reading required
for the class period. Day 5. Journal entry Is having expectations a good thing?
Why or why not? Relate it to Katrina and Kristi. More peer groups. Introduce
writing assignment and ask if there are any questions. Day 1 essay week in
class to brainstorm in groups and with me. Teach MLA citation. Days 2 and 3 in
the library for research. Day 4 peer review and teacher MLA citation check. Day
5, essays due by the end of the day.

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Class activities (what you/students will do)

Class activities (why you will do them)

Group depictions of plot progression.

Keep everyone caught up. Practice

creative thought. Participation points.

Literacy circles (peer group

discussions).

Participation points. Classroom

community building.
Perspective. Disability hinders speech,
not intelligence.

Communication Book exercise. What

would you draw for Jason?
Writers notebook- place for terms,
grammar lessons, and journal entries.
Lecture

Participation points. Entry task to wind

down. Great place for notes.
Presentations on disabilities like autism
and cerebral palsy. Answering class
questions and confusions.

Closure/reminders
Ask students how they felt about essays and what could be done better over all
for next years unit.
Did they like the story? Too hard or too easy? Why else? What did they learn/
how do they feel different having now read Rules?

Assessment (how you will know students met the objectives - include rubrics)
Essay Assessment
Grading: No rubric per say, but I will clarify to students in their notes that they
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need to write one of the essays and that regardless of which one they pick it
needs to be grammatically sound. Capitalization, usage, punctuation, and
spelling errors will be penalized (CUPS errors). Mainly, Im looking for correct
formatting and usage of MLA to avoid plagiarism, and that informative essays
are informative and the persuasive ones are persuasive. My students will know
the difference. I will also show them how to write out the 5 paragraph essay
format with a thesis statement, and this will be graded as well.

Accommodations/differentiation

Students on IEPs can write a shorter, less formal reflection addressing how they
felt after the story/unit. Did it feel like an accurate representation of disabilities
and how others treat/see them? Explain why or why not?

Reflection/evaluation (after lesson is taught)

N/A

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