Importance of Inclusion for Students with Disabilities 1
Importance of Inclusion for Students with Disabilities
Research Paper Steven Greene Drake University Introduction to Behavioral Disorders and Learning Disabilities SPED 225 Professor Michael A. Couvillon, Ph.D. November 12, 2013
Importance of Inclusion for Students with Disabilities 2 Abstract This paper will take an in depth look at inclusion in the classroom. Some of the areas that will be looked at will be an overview of inclusion, general problems faced by students with disabilities, learning disabilities, emotional and behavior disabilities, reasons to be against inclusion, and reasons to be for inclusion. This paper will bring to light many real problems faced by students in general education classrooms. This paper will also point out findings that will help a student with a disability be successful in class and why inclusion is not successful in some cases. It is my finding that inclusion in the classroom is needed but will only be truly successful if the support of the entire community is behind inclusion.
Importance of Inclusion for Students with Disabilities 3 Overview of Inclusion The Individuals with Disabilities Act stated that students needed to be educated in the least restrictive environment possible (Obiakor, Harris, Mutua, Rotatori, & Algozzine, 2012; Swain, 2012). In the 2004-2005 school year 96% of students were taught in general education classrooms and half of the students with disabilities spent their day in an inclusive setting (Alquraini, & Gut, 2012). Inclusion is an education model that allows children with and without disabilities to be in the same general education classroom and this model meets the expectations of the mandate. This educational practice is a way that all of the educational requirements are met. Inclusion also allows students with disabilities to have opportunities to build friendships and gain role models in social skills. Another benefit of inclusion is that it allows general education students without disabilities a chance to become better-rounded individuals as they learn to work alongside people with differences (Anati & Ain, 2012;Girli, 2013; Obiakor, Harris, Mutua, Rotatori, & Algozzine, 2012; Wong-Ratcliff & Ho, 2011). The definition that supports inclusion in schools is from Wah (2010), Inclusion is better defined as a process by which a school attempts to respond to all students as individuals by reconsidering its curricular organization and provision and through this process, the school builds its capacity to accept all students form the local community who wish to attend and, in so doing, reduces the need to exclude pupils (p. 99). This is the definition that this paper will be using for the word inclusion as it relates to schools. Inclusion is equality for all students in the same classroom. In the inclusion setting all modifications and accommodations a student needs are still provided. Students in an inclusive setting are taught using the same evidenced based practices that general education students are taught with. In a regular education classroom there should be differentiation done to meet the Importance of Inclusion for Students with Disabilities 4 needs of the exceptional as well as differentiation done to meet the needs of every learners ability (Alquraini, & Gut, 2012; Casale-Giannola, 2012; Obiakor, Harris, Mutua, Rotatori, & Algozzine, 2012; Swain, 2012). Therefore the same practices that are already being done are only adjusted to meet specific needs of a student with a disability. General Problems Faced by Children with Disabilities Children with disabilities are known to have problems with people due to inappropriate or lack of social skills. A believed cause of this is due to self-contained classrooms or having these children in isolation. This isolation also has been seen to lead to depression for these students. Another problem that has been seen is verbal and physical abuse by peers of anyone that does not fit perfectly into the category of social norms. This also can cause isolation for students with disabilities. The result of the abuse received can affect a student in becoming a factor in causing emotional, behavior, and academic problems. Studies have also shown that students with disabilities that are not accepted can cause low self-esteem, negative self-concept, decreased self-confidence, introversion, feelings of peer neglect, and shyness (Girli, 2013). Children diagnosed with autism have condition causing problems that generally make it more difficult for them to form relationships with others. Children with autism are generally reluctant to make friends, have difficulty responding appropriately in social interactions, do not comprehend social dialogue, and have trouble-sharing interests with their peers. These same problems can be seen in many intellectual deficiencies to varying degrees (Girli, 2013). These problems though should not be why we keep them in self-contained classrooms. Instead these problems should instead be valued and allow our community to meet those needs. Importance of Inclusion for Students with Disabilities 5 To meet the needs of all children proper classroom management and effective teaching strategies are not an option. The concept of self for most people is being mainly determined during their time in school. All students need to feel that there teacher believe in them and expects them to succeed. These students also need to feel supported by the teacher as well as feel like they belong with the class. A since of community should be established for all of the students in the classroom (Casale-Giannola, 2012; Girli, 2013). Teachers need to create an adjustable curriculum depending on the strengths and needs of their class. Teachers must also build a connection with all of their students so that they know that they a positive relationship with the teacher. Once this connection is done the teacher will know what is necessary to motivate the student to get them to perform their best in the classroom. Their lesson plans should be tied to the real world and be engaging for all students (Alquraini, & Gut, 2012; Casale- Giannola, 2012; Florian, 2010). All teaching practices should use many ways to engage the students of any classroom not just a classroom that has a student with a disability. Learning Disabilities As inclusion is used more it will take effective teachers in the classroom for this model to work correctly. That is due to the fact that for these students to make progress the teachers will need to know and use research based interventions with the students (Alquraini, & Gut, 2012; Wadlington, 2008; Wong-Ratcliff & Ho, 2011). Children with learning disabilities are on the rise for entering an inclusive classroom and it is the responsibly of the teacher to differentiate effectively to meet those needs. The amount of time children with Autism are spending in general education settings has been on the rise. In 2003 27% of all children with Autism spent 80% of the day in a general Importance of Inclusion for Students with Disabilities 6 education classroom. A recent study on students with autism was done with students with similar IQ and adaptive behavior scores. The study did find that all of the students with autism still had weak areas that not much progress was made. However in the areas that these children were able to make growth an inclusive setting proved more beneficial in many ways. In research on the inclusion benefits for students with autism and other learning disabilities have shown substantial growth in the areas if social interaction, skill development in academic areas, and communication skills for all students in an inclusive learning environment (Kurth & Mastergeorge, 2010; Wong-Ratcliff & Ho, 2011). This shows that although students with disabilities may have specific areas of needs it does not mean that they cannot make growth in other areas. An inclusive environment that supports them will allow growth in social areas as well as academic areas. By making gains in the social areas is one of the main ways to prevent depression and feelings of isolation in students. Emotional and Behavioral Disabilities To meet the needs of students with emotional and behavior issues an effective teacher is needed in the inclusion classroom. This teacher needs to have routines in place for the children, use group learning to build relationships cooperative relationships between the students, use reward type systems like timed breaks, and implement supports to keep a student on task (Casale-Giannola, 2012). ADHD children in a study were placed in inclusive classrooms. The study found that the other students did not include these children due to reputational biases that were already formed. When teachers used effective strategies like positive reinforcement in front of the class and Importance of Inclusion for Students with Disabilities 7 behavior interventions that were not done in front of the entire classroom the boys with ADHD were seen to have an increase in peer interaction and friendships. However with female students they believed that the social norm differences ADHD causes in this study showed no increased effectiveness for female students to gain more social interactions (Mikami, Griggs, Lerner, Emeh, Reuland, Jack, & Anthony, 2013). This simple study is but one look at many different types of behavioral needs. However the same effective practices and slight changes can meet similar needs of many behavior and emotional issues. This shows that as a teacher you have to break down biases in a classroom and explain to students at a young age about differences so that these inequalities are not ingrained in children for life. This is an excellent reason why students should be in inclusive environments throughout K-12 to make even general education students more well rounded and understanding of the differences that make up every person. Reasons to be Against Inclusion Inclusion rising has led some people to question the effectiveness of inclusion as it relates to teaching academic skills. This problem has been especially highlighted at the secondary level where the curriculum is taught at a faster pace, higher expectations, less study time, content specific instruction, and high-stakes testing. There are also worries that in some classes for example a vocational class that students will lack the necessary skills to perform the tasks (Casale-Giannola, 2012; Kurth & Mastergeorge, 2010). Some experts have conducted studies that say students in an inclusive setting are still lower on the social spectrum than their general education peers. It has also been found that in surveys students with disabilities felt they did not have the trust of their fellow classmates and Importance of Inclusion for Students with Disabilities 8 that there was a negative relationship with their teachers (Girli, 2013; Obiakor, Harris, Mutua, Rotatori, & Algozzine, 2012; Wong-Ratcliff & Ho, 2011). These studies also mentioned later that effective teaching strategies and truly including the children in the classroom community would probably change these feelings. New teachers have voiced the feeling that their schooling did not properly prepare them to teach students with disabilities. They are not alone in the fact that from the district down to veteran teachers have also felt that they do not know enough to properly teach a student with a disability effectively. Another complaint is that many teachers do not feel they have had time to prepare their lessons properly to have inclusive classrooms. These feelings are not a good start due to the fact that when a person feels inadequate these feelings are then reflected through their behaviors (Casale-Giannola, 2012; Swain, 2012; Wong-Ratcliff & Ho, 2011). Teachers also have shown worry of having other adults that may judge them in their room working with special needs children (Wong-Ratcliff & Ho, 2011). All of these worries can be eliminated if proper measures are taken. For example let teachers take classes to gain the knowledge they need to feel prepared. Teacher training in the areas of disability education has been found to alleviate the worries of teachers that feel inadequate to teach children with disabilities (Swain, 2012). Administration needs to support their teachers in preparing them adequately for students with disabilities entering their classroom. The most important factor is that all teachers need to be using effective teaching strategies in their regular education classrooms so that only minor changes will be needed to differentiate for a student with a disability. Reasons to be For Inclusion Importance of Inclusion for Students with Disabilities 9 Restrictive settings have a tendency to not give the students access to the same curriculum. These settings also make students with disabilities fall outside of the community type setting of school. Everyone should view individual differences not as a deficit but must be a valued part of the person. The differences that make up each individual should enhance a classroom and not hurt it (Obiakor, Harris, Mutua, Rotatori, & Algozzine, 2012; Wah, 2010). Inclusion is not putting children with disabilities in a classroom and teaching the same way. Inclusion is including all children in the classroom and getting them all meaningful participation. Every child may not show improvement in all areas or any areas in an inclusive setting. However that does not mean that the practice of doing this is wrong or that the teacher strategies used to differentiate for this student are not beneficial for everyone (Alquraini, & Gut, 2012; Casserly, 2011; Obiakor, Harris, Mutua, Rotatori, & Algozzine, 2012). To teach in an inclusion classroom all of the students strengths and needs must be considered for each lesson. To do this teachers will need to work towards a greater knowledge in instruction, modifications, pedagogical practices, and strategies. These same skills that will make these teachers effective with a diverse population of students in an inclusion classroom will also make these teachers more effective with the general education students. (Alquraini, & Gut, 2012; Casale-Giannola, 2012; Florian, 2010; Wah, 2010; Wong-Ratcliff & Ho, 2011). It is apparent that inclusion is not supposed to be a changing a car into an airplane. However you could look at it as taking a standard car and giving it all of the options. Summary If you take anything away about inclusion remember it is not putting children with disabilities in a classroom and teaching the same way. Inclusion is including all children in the Importance of Inclusion for Students with Disabilities 10 classroom and getting them all meaningful participation (Casserly, 2011; Obiakor, Harris, Mutua, Rotatori, & Algozzine, 2012). The practices that are needed to teach a student with a disability are exactly what an effective teacher should be implementing all the time in there lessons with or without a student with a disability. The aspects that can help a student with a disability by being in a school atmosphere that embraces inclusion are the important factors. Inclusion has been shown to increase social skills as well as academic performance. This coupled with all children understanding each others differences will make a more diverse and accepting culture in the school. Everyone has things that make them unique and it is time to start taking down the walls that social norms have created. Bias or prejudicial views in our present culture should not be tolerated anymore. Our culture has made strides in taking the importance of what race a person is out of the classroom. Our culture needs to start changing the way people think and judge a person with a disability. Let us again look at the definition on inclusion from Wah (2010), Inclusion is better defined as a process by which a school attempts to respond to all students as individuals by reconsidering its curricular organization and provision and through this process, the school builds its capacity to accept all students form the local community who wish to attend and, in so doing, reduces the need to exclude pupils (p. 99). By using that definition when considering inclusion it is clear to me why this is so important for all students to be a part of general education classrooms from K-12 th grade. This is not an individual, classroom, or even a school problem. This is a problem that needs to be faced for our community. This is a way that all students can have a chance to live and thrive in their community and it all starts by the school taking the necessary steps to include them. Importance of Inclusion for Students with Disabilities 11 References Alquraini, T., & Gut, D. (2012). Critical Components of Successful Inclusion of Students with Severe Disabilities: Literature Review. International Journal Of Special Education, 27(1), 42-59. Anati, N. M., & Ain, A. (2012). Including Students with Disabilities in UAE Schools: A Descriptive Study. International Journal Of Special Education, 27(2), 75-85. Casale-Giannola, D. (2012). Comparing Inclusion in the Secondary Vocational and Academic Classrooms: Strengths, Needs, and Recommendations. American Secondary Education, 40(2), 26-42. Casserly, A. (2011). Children's experiences of reading classes and reading schools in Ireland. Support For Learning, 26(1), 17-24. doi:10.1111/j.1467-9604.2010.01475.x Florian, L. (2010). Special education in an era of inclusion: The end of special education or a new beginning?. Psychology Of Education Review, 34(2), 22-29. Girli, A. (2013). An Examination of the Relationships Between the Social Skill Levels, Self Concepts and Aggressive Behavior of Students with Special Needs in the Process of Inclusive Education. Cukurova University Faculty Of Education Journal, 42(1), 23-38. Kurth, J. A., & Mastergeorge, A. M. (2010). Academic and Cognitive Profiles of Students with Autism: Implications for Classroom Practice and Placement. International Journal Of Special Education, 25(2), 8-14. Mikami, A., Griggs, M., Lerner, M. D., Emeh, C. 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