Critical Project #4: Need for Inclusion Classrooms to Increase Social Acceptance of Students with Special Needs

By Andrea Natoli

Throughout the United States, there are growing numbers of students who are being classified with special needs. Students with special needs are labeled and placed in separate classrooms, which leads to alienation and isolation from many of their peers. There is a stigma against these students by some of their peers and even some adults. However, legislation is pushing for more inclusion classrooms and in schools in order to provide students with a social and academic environment that meets their needs. This way, students will become more accepted in mainstream society.
One controversial topic concerning exceptional education is the idea of labeling. Labeling students categorizes them into different groups based on their disability or multiple disabilities. The controversy over this issue has taken many sides. Some studies suggest that labeling causes students to be stereotyped into a group and seen in a negative way (Gollnick & Chinn, 2008). Many children who receive special education services are teased or looked down upon by their peers and even other teachers. It is a difficult choice to make, but overall schools have to make the one that best serves the student’s needs. On the other hand, there are those who believe that these classifications allow educators to give the students the support that they need. If students are diagnosed with mental retardation or attention-deficit hyperactivity disorder, they will be more likely to receive the instruction, accommodations, and modifications necessary for them to succeed. For better or worse, the classification is also necessary in order to receive funding from the government (Gollnick & Chinn, 2008).
In the past, schools worked to mainstream students with disabilities into general education classrooms, whether they were able to learn in that situation or not. Now, more schools are looking to inclusion as a method to socialize and include students with special needs. Unlike mainstreaming, inclusion only places students in general education classrooms and programs if it is determined to be the “least restrictive environment”, according to the Committee on Special Education (Gollnick & Chinn, 2008). Therefore, students are placed into an environment that best meets their needs. Students can be placed in general education settings during some or all periods during the day. In addition, students can receive pull-out or push-in programs in order to provide the most appropriate services.
Often times, students in special education are alienated by their peers and society. Unfortunately, there is frequent discrimination in the classroom, school environment, and other activities (Gollnick & Chinn, 2008). They have difficulty socializing with other students because of the label that is placed on them and the classrooms they are in. Many other students do not understand special education and are hesitant to befriend those in contained classrooms or who receive outside services like physical therapy, occupational therapy, speech and language, and/or pull-out or push-in programs. Such classifications and unusual circumstances raise more questions among peers. Students in general education classrooms can tease and even bully students who are in special education programs. Difficulties with socialization are tied to trouble communicating with other students overall, both verbally and nonverbally. It is becoming just as important to focus on socialization as well as academics.
Teachers and families should work hard to help students understand their exceptionality, be it mental retardation, gifted and talented, or a learning disability. The more a student knows and understands, the better they are at reaching their full potential and adapting appropriately (Gollnick & Chinn, 2008). When adults model effective communication, students are more likely to follow appropriately. In addition, the student will be less confused about their exceptionality. Most importantly, the adults should also focus on the abilities of the students, not just the disabilities. Positive feedback and playing to the students strengths will encourage them to learn and pursue higher standards of excellence.
Inclusion classrooms are paving the way for students with special needs to move toward “normalization”. As students are integrated into their class and school communities, they will feel more comfortable in and out of the classroom. As long as the student’s academic needs are also met, the student should be socializing and included in as many activities and subjects as possible. Also, inclusion will show students with special needs in a more positive light for both their peers and teachers. Unfortunately, stereotyping students with exceptionalities exists because of labeling and generalization. If students are seen as individuals with their own strengths and weaknesses, we can become more effective teachers and create a more comfortable environment for all to learn and receive the acceptance they rightly deserve.
References
Gollnick, D. M. & Chinn, P. C. (2008). Multicultural Education in a Pluralistic Society with MyEducationLab (8th Edition) (MyEducationLab Series). Boston, MA: Allyn & Bacon.