Effects of Inclusion on Mainstream Classroom
Students across America with special needs have been integrated into classrooms with populations of general education students. This integration of students with special needs and students in general education is called inclusion. Inclusion is no longer an option for schools to choose or not choose. Federal law now requires the inclusion of all students with special needs if that placement is the least restrictive environment. Public Law 94-142, which states that education will be provided to all handicapped children, was enacted to prevent discrimination that was considered wide spread (Elliott et & McKenney, 1998). An amendment to this act in 1990, titled Individuals with Disabilities Education Act (IDEA), stated that the education of that person would include all academic areas, as well as the vocational and technical areas of education (Cronis & Ellis, 2000). Many high school instructors believe that the process of including students with special needs into general education classes demonstrates reverse discrimination for general education students. "Some feel that there is a failure to meet the needs of either regular or special education students" (Winzer, 1998, p. 2). Because inclusion cause changes in how educators teach
One of the greatest challenges contributing to this debate is the relative lack of similarity between the regular and special education systems that exist in today's districts and schools (Wang, Reynolds and Walberg, 1988) (Elliott, Barbara, and Riddle, Margaret, 1992). it is a reality to be valued (York, et. Instead, the law requires that children with disabilities be educated "to the maximum extent appropriate" in the "least restrictive environment. A restructured system that merges special and regular education must also employ practices that focus on high expectations for all and rejects the prescriptive teaching, remedial approach that leads to lower achievement (Guess and Thompson, 1989, Heshusius, 1988). "Teachers can adjust curriculum and instruction to ensure that all students have successful educational experiences" (Farlow, 1996, p. For instance, how will they afford to make classrooms and buildings easily accessible for disabled students? Also, how will they afford to hire the personnel needed to effectively address the needs outlined in the students' IEP. If extra time and effort is needed to help students who are special succeed, and if extra time and effort is spent working with students who are gifted and talented, then how much time and effort will be given to the average student? A question sometimes posed by the parents of average students needs consideration. The major message in this case is that all options must be considered before removing a child from the regular classroom. Some view inclusion as a policy driven by an unrealistic expectation that money will be saved. The Individuals With Disabilities Education Act (IDEA), as amended in 1997, does not require inclusion. "When students with severe disabilities are included in the regular classroom, all students develop social, communication, and problem-solving skills, as well as the ability to get along with others in diverse communities" (Farlow, 1996, p. Under ideal conditions, all students work toward the same overall educational outcomes. What differs is the level at which these outcomes are achieved, the additional support that is needed by some students and the degree of emphasis placed on various outcomes.
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