Inclusion

Critical Topic #4
Inclusion
By Alicia Robinson


Inclusion is a learning theory that allows students with disabilities to participate in a classroom with peers, regardless of their exceptional status. With full inclusion, the student receives no additional assistance outside of the general classroom. There have been many implementations of this process, some much more successful than others.

At its best, inclusion provides exceptional, handicapped or disabled students of varying degrees of severity with an opportunity for an equal education. These students are not defined by a disability, but a part of a traditional group. Students are allowed to feel a part of their peer unit, instead of removed from the mainstream to classes that cater to students who are "special needs." However, at it’s worse, students are subjected to ridicule and left behind. Educators may not be sufficiently educated to deal with the greater attention and instructional needs of these students (Gollnick & Chinn, 2009).

It is beneficial for children to be surrounded with diversity. Students who grow up with diversity learn to accept and respect what is different, in a comfortable and supportive atmosphere. In an inclusive classroom, mainstream students are afforded the opportunity to work along with exceptional students. These students learn to accept the disabilities in their reality. The exceptional students feel a part of a group and not labeled by a difference. In a successful inclusion experiment, traditional student and exceptional students work alongside each other, providing support and learning experiences that the teacher could not deliver in curriculum instruction (Hipsky, 2006).

An effective inclusion curriculum requires educators to be trained to deliver efficient instruction to the body of students that includes multiple levels and disabilities. Professional development, smaller class sizes, faculty support, parent communication and developed Individualized Education Programs are elements of a successful system. In order to have the support the program needs to be successful, the funding must be there. Unfortunately, many school systems cannot afford to run inclusion in a way that works best for each exceptional student, mainstream student and teacher (Jones, 2005).

Inclusion teaches any educator to teach to a more diverse population of students. A way in which classrooms can support a more diverse population of students is through literature. Providing students with resources to explore their concerns and questions, or to surround them in diversity, allows the student to feel more comfortable to learn in any environment. Whether or not there are any exceptional students in the classroom, is not always relevant when it comes time for the teacher to examine his or her teaching methods. Not all individuals benefit from the same implementation of a lesson. In order to provide each student with optimal success in any subject matter, a teacher should invoke an active learner by using lectures, discussions, visual and auditory aids, technological resources and peer groups. Inclusion encourages a teacher to reflect on the effectiveness of instruction and to constantly change any given lesson to meet the needs of any individual in a new group of learners (Jones, 2005).

In a perfect society, individuals would joyfully share every learning experience; they would support each other in an optimistic and respectful atmosphere. This may not be a reality. However, delivering equal, effective instruction to all students, including those with disabilities in an integrated classroom can be. Inclusion offers tremendous possibilities with the right implementation and frame. With the right funding, training and experience, educators can help mainstream and exceptional students alike to thrive in the same classroom.


References

Gollnick, D and Chinn, P. (2009). Multicultural education in a pluralistic society. Upper Saddle River, NJ: Pearson.

Hipsky, S. (2006). Practical bibliotherapy strategies for the inclusive elementary classroom. Early Childhood Education Journal, Vol. 34, Issue 3, 209-213.

Jones, P. (2005). Inclusion in the early years: Stories of good practice. London: David Fulton Publishers.