art of inclusion
Full Inclusion has become a nation wide movement to include more disabled students in regular classrooms. Full Inclusion ignores the issues of the individual child and focuses more on the social issues and aspects of things. While this program has been proven to be successful in some schools, full inclusion has only created problems in others and a change from status quo must occur. Costs, distracted students, and untrained teachers are just a few of the many problems involved. Full Inclusion is an extremely controversial idea involved in the education system today. The opinions concerning this topic widely differ yet not all of these concerns are taken into account. The status quo of full inclusion is a "one size fits all" philosophy which is greatly opposed for many different reasons. Inclusion is a term which explains the commitment to educate each child to the maximum extent appropriate, in the school and classroom he or she would otherwise attend. It involves bringing the support services to the child (instead of moving the child to the service) and requires only that the child will benefit from being in the class (instead of having to keep up with the other students). Full Inclusion opposed to inclusion means that
In addition to all of these factors, the law includes the idea that unless a handicapped child's individual education program requires some other arrangement, the child is educated in the school which he or she would attend if not handicapped (Villa and Thousand 8-9). All these factors, the law requires bring about a great amount of controversy when applying it to the view of full inclusion. Depending on the severity of the disability the law might not be the best thing for the person, yet it's a law and needs to be followed and that is part of the controversial situation. I argue, however, that full inclusion violates the least restricted environment and individual education planning and does not prove to benefit the needs of a disabled student. The Status quo of full inclusion is stated in the Individuals with Disabilities Education Act. In this way, each student can experience the realization of their potential as their needs are met. Full inclusionists don't see that medically fragile children and children with sever behavioral disorders are more likely to be harmed then helped when they are placed in regular classrooms where teachers do not have the highly specialized training to deal with their needs. The primary focus of education is academic and lifetime skills, although it may appear to be that socialization is a higher goal. This is because the curriculum and ways of instruction are not meeting the students needs. 5)Students with severe disabilities even, to a smaller degree need a more segregated environment, but the decision for each child must be made on a case-by-case basis. This process is rather time consuming. This would likely occur because of the tight budget which is usually a given. all students, regardless of handicapping condition or severity, will be in a regular classroom or program full time.
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