compose six different perspective on inclusion Education
Answers
Answer:
Inclusion has two sub-types: the first is sometimes called regular inclusion or partial inclusion, and the other is full inclusion. Inclusive practice is not always inclusive but is a form of integration
Explanation:
This thesis project is meant to portray the positives and negatives of inclusion
through the eyes of those who are not running the classroom, but yet are a very important
factor in the education of students with disabilities. They are the ones whose opinions
and perspectives are so often left out when it comes to inclusion: parents and students.
Parents, whether their children have disabilities or not, and students with and without
disabilities are directly affected by the inclusion of students with disabilities in general
education classrooms. For this reason, it is essential to hear what they have to say. If
inclusion is to be successful, all participants must collaborate, and everyone who is
affected should be involved in the decision making.
There is plentiful research in regards to teachers’ and administrators’ views on
inclusion (Smith, in press). This thesis, therefore, explores how parents and students,
both with and without disabilities, feel about including students with disabilities in
general education classrooms. By interviewing these parents and students, a clearer
picture was drawn on inclusion. This picture helps answer the questions teachers and
administrators have but never ask: parents’ and students’ true feelings about inclusion.
As educational trends change, so do the perspectives of administrators, teachers,
parents, and students. Changes in special education practices affect more than just
special education students, teachers, and support staff; they affect the school community
as a whole. Professors around the world write books on these changes, many of which
they have experienced first hand while they were teachers or administrators. Many of the
perspectives parents hold on these changes can be found on internet support sites. Thegoal of this paper is to capture the thoughts parents and students have on a special
education issue that is forever growing: inclusion.
I was able to interview six parents of children without disabilities and seven
parents of children with disabilities. Six children, half with disabilities and half without,
were also interviewed. Since the interviews were recorded on tape, I was able to go back
and listen more closely to the responses of the participants. Much of the information the
participants provided was very similar to what has been published in books about
inclusion. One surprising item that was noted was the positive effect parents of children
without disabilities thought students with disabilities had on their children and the other
children in the class.
Consistent results from most parents of children without disabilities found an
overwhelmingly positive take on inclusion. They felt that children with disabilities
should be included in general education classrooms as much as possible, depending on
the child’s specific needs. These parents were more willing to include students with less
severe disabilities. They believe many students with multiple disabilities need more
attention than what a typical general education teacher can provide. Parents who did not
have children with disabilities also noted that educating students with disabilities can be
done effectively if the “right type of teacher” is in place. Parents of children without
disabilities overwhelming stated that they feel having a child with disabilities in their
child’s class is beneficial in many ways. All of the parents felt that the benefits of
inclusion outweighed the negatives.
Almost all parents of students with disabilities did not want the full inclusion for
their child. Rather, they wanted their child to be educated at “their level” and for thebetterment of their individual future. One parent stated that she felt safer with her child
in the special education classroom because the teacher understands how medications and
seizures affect his body. The parent who has her child completely included reminded me
that inclusion is real life.
Ways that parents said they wanted their children with disabilities to be included
was by helping them to feel like they are a part of the school community, which is not
always an academic type of inclusion. These parents believed their child would benefit
more from social interactions in extra curricular type activities rather than the classroom
environment.
Results revealed much support for inclusion of children with disabilities in the
general education classroom. However, both groups of parents supported inclusion onlyif the necessary supplementary services and supports are in place.