Cons of Inclusion EducationPresentation Transcript
Inclusion: Why it Does Not Suit the Educational Needs For All By: Team D Kristen Purich Dee Ross Alyson Severino David Zwirz
Inclusion is defined as… “ Inclusive education means that all students in a school… become part of the school community.” They are included in the feeling of belonging among other students, teachers, and support staff. IDEA make it clear that schools have a duty to educate children with disabilities in general education classrooms. (Alper, 1999)
Due to disruptive behavior, mainstreaming may cause distractions to other students.
Mainstreaming adds frustration to the special education students because they may feel they are competing with the regular education students.
Behavior & Feelings The Cons of Inclusion Education EDC 5001: Spring 2009
Students do not have the same support in a regular education classroom as compared to a self contained classroom.
There is not enough teachers in the regular education classroom to give each student with disabilities the instruction needed for potential understanding.
Instructional Support The Cons of Inclusion Education EDC 5001: Spring 2009
The classes are bigger; more ability levels
Not enough time is spent reviewing a concept for students who require review, repetition, and instruction at a slower pace.
Students might not feel comfortable asking questions, in fear of the judgments from classmates
Class Size… Too much! The Cons of Inclusion Education EDC 5001: Spring 2009
Seasoned general education teachers and newer special education teachers may not have a positive dynamic.
Older teachers are so used to working alone they may not be open to a true co-teaching environment.
Tension between both teachers is felt by students and classroom becomes a place that isn’t comfortable.
Teacher Dynamics… Sour The Cons of Inclusion Education EDC 5001: Spring 2009
Improper/Poor Articulation between Co-Teachers The Cons of Inclusion Education EDC 5001: Spring 2009
• In an inclusive setting, vital information such as understanding IEP’s and the implementation of modifications and accommodations are often not articulated to the Regular Ed. Teacher
This causes a disconnect between teachers, which in turn takes away from effective teaching.
• There is often no official liaison provided for teachers who can give them practical, necessary advice
Such as what the roles of each teacher should be in the case of an in-class support setting
How each should approach grading responsibilities
How to create a dual roster so as to not ostracize students, etc.
Special education students can not work as quick as regular education students and they notice when other students are done first.
This can lead to rushing assignments
Regular education students see that the special education student as different.
Special education student does not seem to fit in with other students.
Student Labeling General Ed vs. Special Ed The Cons of Inclusion Education EDC 5001: Spring 2009
Research shows significant gains measured by performance tests of deaf children who attend schools for the deaf
These gains are not found in deaf children who attend mainstreamed programs (Cohen, 1994).
Inclusion denies many deaf students the right to be educated in the LRE due to communication barriers that may impede their education (USDOE, 1992).
The National Association of the Deaf is opposed to eliminating or restricting the “Full Continuum of Alternative Placements” found in IDEA.
Research for Deaf Students The Cons of Inclusion Education EDC 5001: Spring 2009
General education teachers often lack the training, resources, and necessary supplies to adequately teach disabled students within their classrooms.
This can have negative impacts on both the special education and the regular education students.
Teachers are forced to spend more time helping a few students and because of this the majority of the class receives less attention.
The academic range within the class is too different to be properly taught by a single teacher
General & Special Education The Cons of Inclusion Education EDC 5001: Spring 2009
Recent reports suggest that some parents of disabled students in NJ are requesting that their children be removed from the mainstream classroom.
Inability to get needed services
Inability to integrate into the mainstream class
Their children feeling segregated and depressed within classroom community
Parents should have the right to choose whether their children are mainstreamed or pullout programs. (Tomsho, 2007)
Parents Requesting Removal The Cons of Inclusion Education EDC 5001: Spring 2009
The Gifted and Talented The Cons of Inclusion Education EDC 5001: Spring 2009
Inclusion can hurt those students who are considered “gifted and talented.”
Gifted and talented students do not benefit from mainstreaming because they are held back by the pace of the curriculum.
Gifted and talented programs utilize large amounts of independent study and curricula that allows for more specialized, challenging assignments which prepare these types of students for bigger and better challenges;
Mainstreaming is the opposite of this.
It is an absolute disservice for these gifted students to be treated like everyone else.
And the Survey Says… The Cons of Inclusion Education EDC 5001: Spring 2009
A poll conducted by the American Federation of Teachers (AFT) in West Virginia revealed that “78 percent of respondents think disabled students won’t benefit from [inclusion]; 87 percent said other students won’t benefit either” (Issues…about Change, 1995).
This stems from the concern among teachers that inclusion causes a monopolizing of resources and teacher attention among Special Education students, which is a legitimate, well-founded concern.
Alper, S. (1999, Feb 4). Children who learn together, learn to live together. Retrieved February 25, 2009, from Inclusion Web site: http://www.uni.edu/coe/inclusion/
Cohen, Oscar (1994, October 20). 'Inclusion' should not include deaf students. Education Week. Retrieved February 25, 2009, from http://www.zak.co.il/d/deaf-info/old/inclusion
Tomsho, R. (2007, Nov 28). Parents of disabled students push for separate classes . Wall Street Journal .
U.S. Department of Education. (October, 1992). Policy Guidance. Retrieved February 25, 2009, from http:// www.zak.co.il/d/deaf -info/old/inclusion
(1995). Inclusion: The pros and cons. Southwest Educational Development Labortory , 4 (3) , Retrieved February 28, 2009, from http://www.sedl.org/change/issues/issues43.html