INCLUSION IN THE TWENTY-FIRST CENTURY

Learning Module 5: Equality of Educational Opportunity: Race, Gender and Special Needs
EDUC 5303 Cultural Foundations Section KS56
Dr. Samuel Maldonado
October 4, 2015
Carolyn Elizabeth Barrette

Inclusion in the Twenty-First Century

INCLUSION IN THE TWENTY-FIRST CENTURY

I believe that blending LD students in to the general educational environment where and when
possible is the best. What is of most importance is the staff development of the teacher and that
she/he is well-trained and educated in this area. Inclusion allows all students to have similar
educational opportunities and allows students to learn how to interact and work with many
different types of people and learners. This is a life-skill and will serve them well when they get
into the real world after secondary school and college.
Sr, Donna M. Pollard, O.P.
Head of School, St. Pius X High School, Houston, Texas

Inclusion in the Twenty-First Century

Since the inception of the United States Naturalization Law of 1790, pivotal federal
legislation has made significant progress in bringing special education students out of isolated
environments and into the varied arenas of mainstream student populations. Many formal
studies concerning the relative success of such efforts indicate that inclusion also known as
inclusive practices and defined as a belief system or philosophyshared by every member of
a school as a learning communityabout their responsibility to educate all students so that they
reach their potential (Friend, 2014, p. 22) is a beneficial practice, with potentially positive
results for all concerned (the special needs students, their regular needs peers, parents, teachers,
and their associated communities). Yet, the concept philosophy and its practical efficacy remain
at best, a work in process, and in actual practice, a challenge to successfully achieve. Dr. Joel H.
Spring affirms that, The inclusion of children with disabilities into regular classrooms created a
new challenge for regular teachersaccording to the legislation, they were to be provided with
appropriate special education and related services and needs (Spring, 2014, p. 123).
Therein lies the obstacle. Provision of continuing education, services and needs largely
depends upon the attitudes, goals and dedication of a schools administration and faculty to
fostering a truly inclusive environment and is far from being consistently provided across
schools and school districts. This has been confirmed in a number of independent studies:

INCLUSION IN THE TWENTY-FIRST CENTURY

There was a relationship regarding attitudes towards inclusion and mainstreaming
experience between the school principal and the teaching staff. Teacher self-efficacy
significantly influenced attitudes towards social integration. Results suggest that
successful supervision of the process in inclusive school development depends on a
consideration of the school's overall framework of circumstances -- its principal, its
teachers, and its staff (Urton, Wilbert & Henneman, 2014, p. 151).

The lack of training of classroom teachersthe limited availability of aides and special
education resources make implementing inclusion difficultthe lack of funding underlies all
(Spring, 2014, p. 125). Negative teacher sentiments are contagious and breed valid parental
concerns that students on both ends of the spectrum (i.e., general and special education) are
receiving compromised classroom experiences. In a personal interview with Mrs. Kathryn G.,
retired educator and full-time parent to two special needs students:
I have mixed feelings about inclusion. Too often, I think the decision is made that is not
in the best interest of the child. I heard many times that what Michael needed wasn't
available, when IDEA clearly states that the school must provide for the needs of the
child. In the less restrictive environment they offered in a regular classroom, their plan
was to put him in a special room whenever he got dysregulated and call the police to
teach him not to meltdown. I also see how kids are put out to rest in some
developmental classrooms when they could, perhaps with a lot of accommodation, make
progress in another placement.

Yet, with appropriate training and support in place, the prospects of an enriched
educational experience can be significantly improved. In another parent interview with Dr.
Elyssa S. (also a retired educator and mother to two special needs students):
I think that any time inclusion is possible it is almost always a good thing. Learners have
so much to absorb from each other, no matter what their strengths or weaknesses. It has
made all the difference for my daughters, though we as a family have had to stretch and
sacrifice to enter and become a part of environments providing effective inclusion. This
has involved moving to the area where the schools we needed were located, adjusting our
own work and personal life on a consistent (constant) basis, and working to continually
recognize that this entire process is a marathon, not a sprint.

In the best of circumstances, the process is indeed a marathon. In Houston, St. Pius X High
School has embraced inclusion, not just with positive, hopeful statements, but with solid
resources and financial commitments. In its ninth year, St. Pius Paul C. Gilliam Learning

INCLUSION IN THE TWENTY-FIRST CENTURY

Center models and implements inclusion-based classroom experiences for the entire populace. It
is a work in progress, in constant growth. In reflecting on its success, Mrs. Mary A. Moratto,
Special Assistant to the Head of School at St. Pius echoes Sr. Donna (quoted above) and further
observes:
Before this [inclusion] can be done successfully, all parties must be supportive and
changes must be made to secure success academically, emotionally and socially. I feel
regular classrooms will need to make changes in their philosophy and the entire school
will need to change some its current practices. It seems classrooms and school policies
need to have options for LD students where teachers might be able to receive indirect
classroom support and students receive in-class modificationwith total resource room
access.

Her statements reflect those of Dr. Marilyn P. Friend in her discussion of research into inclusive
practices. Most professionals fall somewhere betweentwo opposing views in their thinking
about inclusionThey strongly support inclusive practices and access to general education for
most students. However, they acknowledge that unless careful attention is paid to administrative
understanding and support, teacher preparation and commitment, and practical detailscaution
must be advised (Friend, 23).
My own views concerning inclusion are likewise positive yet tempered with the
understanding that a negative inclusive environment is worse than no inclusive environment at
all; care must be taken to insure a positive growth experience is fostered for all concerned. In a
recent informal discussion with the mother of a mainstream general education student, she spoke
with tenderness and enthusiasm of the benefits her son and their schools entire community have
undergone in welcoming a special needs student into their classroom. The lessons of
experiencing positive tolerance, recognizing gifts in all beings, and engaging in more selfless
behavior are significant, lessons she felt would not otherwise have been learned nearly as well.

INCLUSION IN THE TWENTY-FIRST CENTURY

References
Friend, M. P. (2014). Special education: Contemporary perspectives for school professionals
(4th ed.). Boston, MA: Pearson Education, Inc.
Gauci, K. W. (2015, September 15). How do you view inclusion? [Personal interview].
Pollard, S. M., O.P. (2015, September 29). How do you view inclusion? [E-mail interview].
Schultz, A. Elyssa, Ph.D. (2015, September 19). How do you view inclusion? [Personal
interview].
Spring, J. H. (2014). American education (16th ed.). New York, NY: McGraw-Hill.
Urton, K., Wilbert, J., & Henneman, T. (September 2014). Attitudes towards inclusion and selfefficacy of principals and teachers [Abstract]. Learning Disabilities -- A Contemporary
Journal, 12(2), 151-168. Retrieved from
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