Presentation on classroom inclusion presented from opposing viewpoints for my Emerging Issues in Education class.

1. Inclusion
PRESSLY SMITH
EDU 6307 | EMERGING ISSUES IN EDUCATION | CHAPTER 18

2. Special Needs
“A learner with special needs is defined as a student who differs from other students in ways such as mental
characteristics, sensory ability, physical abilities, or multiple conditions and who requires specialized services
from educators in teaching and learning situations as well as classroom management.”
Manning, M. L., & Bucher, K. (2013)

3. Special Education
IDEA requires children meet the criteria of at least one of the below categories to
qualify for special education:
 1. Autism
 2. Blindness
 3. Deafness
 4. Emotional Disturbance
 5. Hearing Impairment
 6. Intellectual Disability
 7. Multiple Disabilities
 8. Orthopedic Impairment
 9. Other Health Impairments
 10. Specific Learning Disability
 11. Speech or Language Impairment
 12. Traumatic Brain Injury
 13. Visual Impairment

4. Inclusion
 Inclusive education involves educating students with special needs in age-appropriate general education
classes where they can be valued members of the class and receive the support and services they need to
succeed.
 IDEA requires that each public school provide services to eligible special education students in the least
restrictive environment (LRE) and in accordance with each student’s individualized education program
(IEP).
 Inclusion helps promote acceptance, belonging and tolerance in a classroom community.

5. Important Legislation
 1975 Education of the Handicapped Act – insure that all handicapped children have a free and appropriate
public education which includes special education and related services to meet their unique needs; insure
that the rights of handicapped children and their parents are protected.
 1986 Amendment to the Handicapped Act – The Individualized Education Program (IEP) is developed by a
multidisciplinary evaluation team and designed to meet the individual needs of each student with a
disability; intention is provide continuity and improve educational services.

6. Important Legislation
 2004 Individuals with Disabilities Education Act (IDEA) – A law ensuring services to children with disabilities
throughout the nation; IDEA governs how states and public agencies provide early intervention, special
education and related services to eligible infants, toddlers, children and youth with disabilities.
 IDEA specifically addresses:
 Individualized Education Plan (IEP)
 Free and Appropriate Public Education (FAPE)
 Least Restrictive Environment (LRE)
 Appropriate Evaluation
 Parent & Teacher Participation
 Transition Services
 Discipline

7. Position 1: For Full Inclusion
 Full inclusion means that students classified “special” or “exceptional” because of individual or physical or
mental characteristics would not be isolated into separate schools, separate classes or pullout sessions.
 Those who support full inclusion believe it is a matter of human fairness and opportunity to recognize the
richness in human diversity.
 Requires a collaborative effort from all important stakeholders to create a sense of community and
provide a high quality education to meet the needs of all students.
Nelson, J., Palonsky, S., & McCarthy, M. R. (2010)

8. Position 2: Special Programs Help Special Students
 Belief that special children deserve special care; special care does not include poor-quality education,
improperly prepared teachers, prejudiced classmates, unsuitable curriculums and inadequate classrooms.
 Careful inclusion does not equal full inclusion; careful inclusion of many students in addition to a well-
prepared school district accepting of children whose academic work is likely to enhance and whose
behavior is not likely to disrupt is a positive step.
 Extra funding for special education provides opportunities for individualized education; removing special
education programs reduces funds available to students; this includes special needs and gifted student
programs.
Nelson, J., Palonsky, S., & McCarthy, M. R. (2010)

9. Common Inclusion Challenges
 Inadequate teacher preparation
 Inappropriate organizational structure, policies, and procedures
 Lack of attention to cultural aspects of schooling
 Poor leadership
 Simplistic answers for a complex issue
 Reduced funding
 Additional responsibilities for teachers
 Lack of resources
Nelson, J., Palonsky, S., & McCarthy, M. R. (2010)

10. It is my belief that special populations need special instruction; special instruction require resources;
resources require intellectual, financial and emotional support; support requires action; action
requires leadership. All of these aspects must be in place for inclusion to be successful.
Responsibility to meet the high demands of inclusion does not fall solely in the hands of the
classroom teacher, rather it does require a collaborative community effort. Teachers should be
prepared to differentiate instruction and equipped with appropriate resources in order to meet all
the needs of the students in the classroom. Inclusion has many benefits for all students, but it is my
belief that full inclusion will never be able to provide students with the quality education they
deserve.

11. Article
Making Inclusion Work
in General Education Classrooms
Obiakor, F. E., Harris, M., Mutua, K., Rotatori, A., & Algozzine, B. (2012)

12. Using Differentiated Instruction for Inclusion
in the General Education Classroom
 Differentiation is modified instruction that helps students with diverse academic needs and learning
styles master the same content.
 In order to ensure growth in all special populations differentiated instruction is necessary.
 Differentiate instruction by content, process, or product.
 Implement differentiated instruction by assessing student readiness, determining student interest, and
identifying student learning styles.
Tomlinson, C. (2014)

13. Using Positive Behavior Support
for Inclusion in the General Education Classroom
 Create a comfortable, safe environment
 Promote emotional safety
 Understand the function of behavior
 Assist students in becoming aware of their own behavior
 Use visual supports
 Facilitate personal responsibility
 Recognize and acknowledge appropriate behavior
 Be consistent
 Teach desired behaviors
 Say “yes” as often as possible
Hendley, S. L. (2007)

14. Reflection
 1. Do you feel adequately prepared to meet the needs of a full inclusion class?
 2. What are some benefits you see to full inclusion? What are some negatives you see to full inclusion?
 3. From your experience and knowledge, do you support full inclusion? Why or why not?
 4. Do you feel like special programs help special students?
 5. How do you feel about the following statement? Page 73 of the Critical Issues book states, “Life as we
know it is unfair. We can’t fix all unfairness, but need to limit inappropriate discrimination and prejudice.”

15. Resources
Hendley, S. L. (2007). Use Positive Behavior Support for Inclusion in the General Education Classroom. Intervention in
School & Clinic, 42(4), 225–228.
Manning, M. L., & Bucher, K. (2013). Classroom Management : Models, Applications & Cases (3rd ed.). Pearson.
Nelson, J., Palonsky, S., & McCarthy, M. R. (2010). Critical Issues in Education: Dialogues and Dialectics (Seventh).
McGraw Hill.
Obiakor, F. E., Harris, M., Mutua, K., Rotatori, A., & Algozzine, B. (2012). Making Inclusion Work in General Education
Classrooms. Education & Treatment of Children, 35(3), 477–490.
Tomlinson, C. (2014). The Differentiated Classroom: Responding to the Needs of All Learners (2nd ed.). Association
for Supervision & Curriculum Development; 0002- edition.