Wanda Lee Ann Melchor
University of Central Florida
College of Education and Graduate Studies
Fall 2011
Inclusion is defined as mainstreaming or the act of placing students into general education classes and other school activities. Many countries including the U.S. have adopted inclusion practices with the goal of improving the education of individuals with disabilities. In the U.S., the passing of the Free and Appropriate Education (FAPE) legislation supports the ideology of inclusion. While the U.S. has become one of the main proponents of inclusion, inclusion models vary from state to state. Most states use the inclusion model for students with mild to moderate disabilities. In addition, there are several levels of inclusion including full inclusion where students spend their entire day in general education classrooms, to partial inclusion-integrated models where students spend part of their day in special education services and most of their day in the general education classroom. Also, there is a discrepancy in the U.S. between private and public education. Most private schools do not tend to be held to the same federal standards as public schools. NCLB, FAPE and IDEA only applies to schools that receive federal funding.
Inclusion has become a controversial issue over the last 50 years. Parents of children with severe disabilities that are in support of inclusion report several benefits. First, children are exposed to more academic and functional skills in the general education classroom. Non-disabled students are exposed to disabled children with the hope of building tolerance and acceptance. Disabled students are exposed to social norms and develop social skills. Disabled children go to school with their non-disabled siblings.
Parents of children with severe disabilities also report disadvantages to inclusion. These include the child’s condition may not benefit from inclusion, the burden of the child’s disability is placed on the other students and the teacher and the child does not get the desired level of attention needed from their teacher. In addition, parents report the child can become overwhelmed by both the social and academic environment and expectations of the general education classroom. Often teachers and other students do not have the skills needed to deal with the disabled child’s needs or behaviors. There is also concern that the child will not be treated appropriately by other children, especially with the rising issues of bullying in the schools.
Educators, parents and critics of inclusion also question the use of partial inclusion claiming that it creates a fragmented education for individuals with disabilities. While those in support of inclusion report that not allowing inclusion was a violation of the civil rights of individuals with disabilities (Johnstone, 2010). In the U.S., inclusion was the end result of the desegregation movement. Inclusion has become the best practice for providing education for individuals with disabilities.
One of the main proponents of inclusion is the Council for Exceptional Children (CEC). The CEC is one of the largest international organizations dedicated toward improving education of individuals with disabilities. The mission of the CEC is to improve, through excellence and advocacy, the education and quality of life for children and youth with exceptionalities and to enhance the engagement of their families. CEC defines their key values as promoting:
· Dignity and worth of all individuals.
· Diversity and inclusiveness.
· Advocacy and social justice.
· Professional excellence, integrity, and accountability.
· Full participation in society.
· Effective individualized education.
· Family engagement.
· Collaboration and community.
· Responsibility to members.
CEC also sets high ethical standards for professionals working with individuals with disabilities. These include:
Professional special educators are guided by the CEC professional ethical principles and practice standards in ways that respect the diverse characteristics and needs of individuals with exceptionalities and their families. They are committed to upholding and advancing the following principles:
A. Maintaining challenging expectations for individuals with exceptionalities to develop the highest possible learning outcomes and quality of life potential in ways that respect their dignity, culture, language, and background.
B. Maintaining a high level of professional competence and integrity and exercising professional judgment to benefit individuals with exceptionalities and their families.
C. Promoting meaningful and inclusive participation of individuals with exceptionalities in their schools and communities.
D. Practicing collegially with others who are providing services to individuals with exceptionalities.
E. Developing relationships with families based on mutual respect and actively involving families and individuals with exceptionalities in educational decision making.
F. Using evidence, instructional data, research and professional knowledge to inform practice.
G. Protecting and supporting the physical and psychological safety of individuals with exceptionalities.
H. Neither engaging in nor tolerating any practice that harms individuals with exceptionalities.
I. Practicing within the professional ethics, standards, and policies of CEC; upholding laws, regulations, and policies that influence professional practice; and advocating improvements in laws, regulations, and policies.
J. Advocating for professional conditions and resources that will improve learning outcomes of individuals with exceptionalities.
K. Engaging in the improvement of the profession through active participation in professional organizations.
L. Participating in the growth and dissemination of professional knowledge and skills.
Item # C above emphasizes their belief in the practice of inclusion and their expectation that professionals working with individuals with disabilities also support inclusive practices.
As both a teacher and a parent of children with special needs, I do believe that there are benefits to inclusion. Like the parents reported above, disabled children that are exposed to their non-disabled peers are exposed to higher academic standards, increased social interactions that assists disabled students with learning social norms, increases communication skills and helps non-disabled students become familiar with disabilities including physical, mental and learning disabilities. While the goal of inclusion is to provide disabled students with more normal opportunities and to provide social acceptance by their non-disabled peers, there are disadvantages to inclusion. This includes the risk of bullying, being ostracized and the increased social pressures and stresses of trying to fit in.
While I am overall supportive of inclusion, I do have an issue with inclusion practices. The right of a child to participate in inclusion seems automatically imposed upon the child and the parents. There does not seem to be in place any procedures for allowing the child or the parents to determine what level of inclusion the child should participate in, if at all. I do believe there are times when inclusion is not appropriate to meet the needs of the child and their disability. The stress and inability to cope with their disability, combined with not being able to successfully participate academically and socially in inclusion combined with the needs of their disability and the resources available to them in the inclusion environment should factor in to whether a child or their parents can elect not to participate in full or partial inclusion.
One of the main considerations in determining inclusion practices and modifying the education environment, is to consider whether general education teachers have the ability to meet the needs of students with disabilities. Teacher attitudes toward educating students with disabilities is one of the main factors in determining the quality of education disabled students receive in the mainstream environment. Teacher attitudes not only encompass the teacher’s attitudes toward the disabled child, but also the teacher’s perception in her abilities to teach disabled individuals and non-disabled students combined in the same classroom (Gaad, 2007). Under inclusion, teachers do not have the right to determine whether they have the skills and the ability to meet the educational needs of disabled students. It is automatically imposed on all teachers. It is important to consider if the teacher’s attitude and perceptions of her ability to educate disabled students determine that she feels inadequate to do so, then how effective is her instructional methods and the quality of education she provides to the disabled student? Clearly, if inclusion is to be the only acceptable method of education, then teachers must be adequately prepared and trained in order to meet the needs of both the disabled and non-disabled child.
Overall, I believe inclusion is working to improve the quality of life for individuals with disabilities. I also believe that it is bringing disabilities into social acceptance. Like any other educational practice, inclusion needs continual review to improve the quality and integrity of the process. Inclusion is a relatively new concept historically. It will take time and effort to continually improve the application of inclusion. I believe agencies like CEC will continue to strive to ensure the quality of education for individuals with disabilities.
References
CEC (2011). About the Council for Exceptional Children.
Retrieved from http://www.cec.sped.org/AM/Template.cfm?Section=About_CEC
Gaad, E. (2007). Primary Mainstream Teachers’ Attitudes Toward Inclusion of Students with
Special Educational Needs in the Private Sector: A Perspective from Dubai. International Journal of Special Education, vol. 22, n. 2. Retrieved from http://www.eric.ed.gov/PDFS/EJ814493.pdf
Johnstone, C. (2010). Inclusive Education Policy Implementation: Implications for Teacher
Workforce Development in Trinidad and Tobago. International Journal of Special Education, vol. 25 n. 3. Retrieved from http://www.eric.ed.gov/PDFS/EJ909034.pdf
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