In my grad class we have to interview a someone on inclusion. If anyone could answer these questions as honest as possible, I would truly appreciate it. do elaborate on the quetions. I know it may be a lot of questions but please help me out!
Do your have experience in inclusion classrooms?
What is your philosophy of inclusion?
What are the critical dimensions of an inclusive classroom?
What are the advantages/disadvantages of inclusion?
Do you think tat children with any kind of disability can be included in the general education classroom?
What tips would you give teachers to enhance the inclusion of students with special needs in the general education classroom?
What are some reasons that make inclusion unsuccessful?
Is inclusion emphasized because it has a values-orientation?
What is the future of special education?
Re: inclusion questions
I am a teacher in a full inclusion setting. I’d be happy to answer your questions, but it’s after 9PM on a friday night. I’m just too tired right now. There are good and bad sides to inclusion, the debate continues….
Re: inclusion questions
Hi, after a night’s sleep I feel more able to answer some of your questions. I have taught in inclusion classrooms at both the elementary and middle school levels. To be honest with you, I still don’t know what I think is the right thing to do.
To be full inclusion, all students are mixed in each classroom. this means that in every single class, there is a heterogeneous mixture of gender, ability, race, etc. The philosophy is that when using “best teaching practice,” what is good for students with special needs , is good for all students. The modifications that we make, and the teaching style used for students with special needs are good for students of every ability. Also, in many pull-out classes, or self-contained classrooms for students with special needs, the focus is on mastering lower level skills. The students therefore are not exposed to the enriched curriculum, level of discussion, or social behavior that is found in non-inclusion classrooms. In an inclusion classroom, higher achieving students are grouped with lower achieving students. This allows for them to be role models, and also allows for peer teaching. Students often accept help for other students before they will ask for help from a teacher.
Full inclusion also allows all students to realize that we are all unique individuals. When done properly, the focus is on each student’s strengths, not on their weaknesses. for example, a student may be weak in reading, yet be an expert on the computer. The teacher would use that strength to make that student the tech support person of the classroom, rather than making that student be the one who never gets to read out loud.
Another advantage to inclusion is supposed to be the lack of stigma on the student with special needs. By being in the same classroom with all students, none are singled out as “sped kids.” In reality, I think that the stigma is still there. Students quickly learn who they want and don’t want in their groups.
Other disadvantages are that for the student with special needs, the pace of the class can go too fast. This results in their frustration and anxiety, resulting in either shutting down, or acting out. Higher achieving students may be held back if the teacher needs to repeat, reteach, or eliminate some partf of the curriculum.
I think that almost any disability can be accommodated in a classroom. Of course there are exceptions. In my class, I have various levels of cognitive ability, non-English speaking students, physically handicapped students, students with ADD/ADHD, emotional, behavioral, and other learning issues. We make it work, and I think that the students all learn to tolerate, understand, and help each other.
My advice for any teacher is to love and appreciate their students. They all have gifts and talents to share. The key is to find their gifts and let them shine. Self-esteem is so important for children, and being successful in an inclusion setting allows all children to fit in with their peers and show their strengths. If they are kept locked away in special classes, they will never fit in, since they will never learn how. Other students will fear and stay away from them. We fear what we do not understand.
I hope that I’ve answered at least some of your questions. Feel free to keep asking!
Re: inclusion questions
Hi, I am a pgce student at Bolton institute and am confused to as why the programme does not include training for special needs.Most teachers when we graduate will be working with adults with differing needs and if the goverment are so keen on social inclusion at all levels of education, then this would surely be a good starting point.My veiw is that social inclusion is not taken seriously .I would be interested on your veiws on this matter.
Regards Jackie
Re: inclusion questions
HI,
I would also add that the student could get a one to one para written into his or her IEP for part or all of the day. They way the para would work with them and would be to also help out some of the other kids….one to one’s do that anyway usually…
so that they also get some help and so it doesn’t appear that this one child is the recipient of ” special ” help. More time is spent with that child though. When I work in inclusion as a para, I try to not draw to much attention to the child if possible, or make it look like I am their just for him or her.
Kids get teased and are reluctnat to accept a para if they feel they are being singled out. I ask the most high acheiving kids how they are doing and look over their shoulders sometimes as well.
If you have several special needs kids in the room, some might have a one to one anyway.
Just my suggestion.
I highly recommend you contact the special education department of a local school district to actually interview someone in person, perhaps teachers of inclusive classrooms. When done correctly they can be a highly effective model to educate ALL students but the proper supports must be in place.