Recent articles on The Conversation and in The Guardian question whether inclusive education can do more harm than good — but neither article presents examples of inclusion. Rather, they present tragic examples of exclusion that are claimed to be inclusion-not-working. There seems to be a lot of confusion and misinformation about what inclusion actually means.
Posted in Special Needs The trend in special education law has moved away from segregating students with special needs. Instead, there is a movement toward educating disabled or special needs students and non-disabled or typical students together.
Today, the best practices involve the inclusion of special needs students with typically developing peers to the maximum extent possible. What Do the Terms Mean? Although often used interchangeably, various terms describing educating students with and without special needs in one classroom do not mean the same thing to everyone.
Here are some terms and their standard definitions, at least how they will be considered for this article. Inclusion— placing a special education student in a general education setting. The school brings specially designed supports and instruction to the student, rather than removing the disabled student from a general education setting to receive special education services.
A mainstream classroom generally has no special education teacher. Integration— placing a special education student in a setting with both disabled and non-disabled students, often just for a portion of each school day. When integration is on a part-time basis, it can make a special needs student feel like a visitor, unattached and excluded from the integrated class.
Integrated co-teaching— placing a special education student in a setting with disabled and non-disabled students where teachers minimally a special education and a general education teacher are assigned to the class. Each law requires that special needs students be educated with typical students in regular education settings to the maximum extent appropriate.
More than 15 years of research supports the benefits of inclusion to everyone involved. There is no research reporting negative side effects.
Students with special needs in inclusion settings benefit from: Students without special needs in inclusion settings benefit from: Research shows neither concern is justified. And teachers benefit from inclusive education through increased training, enhanced support from the school administration, reduced class sizes and teaching a classroom of students who are making great academic gains with extensive opportunities for socialization.
Moreover, the cost of educating students in inclusion settings is much lower than segregating students.
One study reports the cost of educating students in segregated settings is double that of educating students in integrated settings. Perhaps you have read research in recent years that has suggested that inclusive settings, while not harmful, are no more effective than non-inclusive settings.
Nevertheless, proponents of inclusion rationalize that the lack of successful inclusion in such studies stems from students placed in general education classrooms without adequate support systems.
All parties must maintain proper goals and high expectations for students, and administrators must particularly provide adequate staff training and supports.Considering the potential of inclusive education at your school, or, perhaps, are you currently working in an inclusive classroom and looking for effective strategies?
Lean in to this deep-dive article on inclusive education to gather a solid understanding of what it means, what the research shows. Inclusive education practices frequently rely on active learning, authentic assessment practices, applied curriculum, multi-level instructional approaches, and increased attention to .
Inclusive education is a contentious term that lacks a tight conceptual focus, which may contribute to some misconception and confused practice. In relation to students with. disseminating classroom practices in inclusive settings in such a way that European teachers can implement inclusive practices on a wider scale in their classrooms.
The project is mainly focused on primary education; however, an extension to the. EDUCATING IN INCLUSIVE CLASSROOMS 4 much of the school day SWD are included in the general education environment and the degree to which inclusive practices help to achieve desirable student outcomes (McLeskey, ).
Inclusive education means that all students attend and are welcomed by their neighbourhood schools in age-appropriate, regular classes and are supported to learn, contribute and participate in all aspects of the life of the school.