Inclusion
Inclusion, in education, is the process of allowing all adolescents an equal opportunity to participate in regular classroom activities regardless of their abilities. Formally segregated lessons, in the form of special education programs, were primarily used to educate students with more demanding needs. Then as perspectives and priorities changed concerning the right to equal education and with the passing of pertanite federal legislation starting in the 50's, integration started becoming more popular. This change of heart was propelled in part by the American Civil Rights movement; which challenged the forced segregation of students based on race. Then in 1975 the American Congress passed the Education of all Handicapped Children's' Act, extending the right of equal education opportunities in free public schools to any individual. This was reenacted again in 1990 as the Individuals with Disabilities Education Act (IDEA) and has undergone various amendments in the time between then and now. The purpose of these acts and others was to place adolescents with special needs in regular classroom environments where they could interact with other children their own age. Although this form of education ma
y seem more equal and "right" in a moral sense, the question to address is; is it practical? Does it really provide the "best" solution for all parties involved? Does this forced integration provide a broader learning platform for both the students with challenged abilities and those without or does it actually hinder the learning process and frustrate teachers?Literature Review As the popularity of inclusion, or mainstreaming as it has come to be known by educators, has grown worldwide so has the concern surrounding it. Its conclusions suggest that improved understanding of which strategies and procedures work and which do not needs to be addressed; as well as clarifying the outcomes for individuals who participate in mainstreaming programs. This is what concerns many of those affected. Parents of children with average abilities also have apprehension that because children with disabilities often need more attention. It is well known how cruel adolescents can be to each other, particularly if they see their victim as an easy target, and no one wants to see their child as the victim of abuse. When faced with adversity students can just as easily excel as fail depending on how the problem is presented and the encouragement they receive. By involving all those concerned and keeping lines of communication open the transition should be made smoother. Student concerns should also be addressed. This creates an unbalanced flow of information between teachers and students. These concerns are varied and come from all sides. It used an inclusive approach by combining young children (3-5 years) of various abilities. Discussion When it comes to issues like inclusion society tends to have trouble making distinctions between what we'd like to see work and what actually does. Such as writing, motor skills and communication. On the other hand this form of abuse is not limited to adolescents with disabilities and therefore by some is considered part of the politics of public schools. Many have not been trained to work with children with special needs and at times have nearly as much trouble as their students when it comes to how to function in a classroom where not everyone is capable of tasks that are taken for granted by the majority.
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