Inclusion Debate

1. Inclusion Debate The Opposing View By: Julie, Alexis, Amba and Kristin

2. Inclusion-What is it? • Inclusion revolves around the idea that all students should be a part of the school community. • No matter what mental or physical disability one student may have, they are given the same chance for an equal education. • The Individuals with Disabilities Act (IDEA), is a law that enforces that all schools are responsible for teaching students with disabilities in the regular classroom.

3. How Does Inclusion Work? Students with special needs are placed in the general education class Special education teachers work with general education teachers to meet the needs of classified students The curriculum is modified and accommodations are provided as per the students Individualized Education Plan (IEP)

4. The Cons of Inclusion Students do not receive intense “special education” Schools lack money to provide necessary resources Inadequate training of teachers Lack of common planning time Socialization drawbacks Affects on other students

5. Limited Specialized Instruction Students with special needs who are in the in class support setting do not receive: - intensive academic instruction - specialized and individualized attention They would receive this type of instruction in a small group setting or in a specialized school

6. No Money, No Resources • Students with special needs require more accommodations in the classroom setting. • Schools, particularly in rural and urban districts, have difficulty catering to the needs of the students because of lack of financing. • Accommodations that require further funding: • Computers(in classrooms as reinforcement with lecture) • Certified Special Education teachers in classroom • Modified textbooks • Different desks(physical disabilities)

7. Limited teacher training General Education teachers are not trained to work with students with special needs There is not enough support provided for co-teaching teams (lack of workshops, resources, etc.)

8. No Common Planning Special education teachers and general education teachers do not have common planning time They have limited time to meet and discuss lesson plans, student progress, concerns, etc. Planning time is critical for inclusion to be successful

9. Socialization Factors Children with severe disabilities do not establish true friendships in the inclusion setting In a school where all children have similar needs, true friendships can be formed because students can relate to each other

10. Impact on other students Teachers lower standards for general education students in the class More time is spent with special needs students; the needs of the other students in the class are often ignored Other students may be bored with curriculum and special needs students may be extremely frustrated The safety of all students is also a concern when there are disabled students with extensive behavior issues included in regular class.

11. Other Contributing Factors • The disabled children can be disruptive, that could lead to taking time away from teachers to teach • There could be a potential problem with bullying • The teacher tends to be impatient towards the disabled child or simply don't want to be bothered with these students • The teacher might talk over the disabled child's head thus leaving the child bored • The teacher has to slow down the pace to teach the disabled child thus creating boredom among the other students thus lowering the standard • Students may become lost in a large group setting, reg. ed teachers may not understand students disability or be willing to work with it • Student may feel unintelligent for struggling when other kids are going ahead

12. Benefit of a More Restrictive Environment Smaller classes = Better teacher to student ratio Children are happier in an environment where there are less demands and the instruction is on their level Academics are a priority; inclusion focuses on social benefits making academics seem less important

13. Research and Statistics The National Association of State Boards of Education (1992) reports the following: (Issues, 1999) • 43 percent of students in special education do not graduate; • Youth with disabilities have a significantly higher likelihood of being arrested than their non-disabled peers (12 percent versus 8 percent); • 13.4 percent of youth with disabilities are living independently two years after leaving high school (compared to 33.2 percent of their non-disabled peers); and • Less than half of all youth with disabilities are employed after having been out of school one to two years.

14. Statistics continued… Special Needs students:

15. In conclusion… • An inclusive education requires a lot of planning and accommodations on the teachers and administrators end. • Without proper resources or training inclusive education loses its purpose: • Equal education for all students regardless of condition. • Having supporting teachers in the classroom that are trained in dealing with special needs is essential for inclusion to work successfully, yet that is not always an option. • The academic needs can be better met in a specialized setting (resource room, special school, etc.) and children can create friendships with students who have similar needs

16. References Inclusion: The Pros and Cons: A Critical Review by Carl Savich Daniel, Larry G.; King, Debra A. Journal of Educational Research, v91 n2 p67-80 Nov-Dec 1997 Hammond, H (Spring 2003). Teachers' Attitudes Toward Inclusion: Survey Results from Elementary School Teachers in Three Southwestern Rural School Districts . Rural Special Education Quarterly, Retrieved October 8, 2008, from http://findarticles.com/p/articles/mi_qa4052/is_/ai_n9201600. (1995). Inclusion the Pros and Cons. Southwest Educational Development Library, 4, Retrieved October 11, 2008, from http://www.sedl.org/change/issues/issues43.html