Full Inclusion in the Classroom
Each child is unique and learns in different ways; however, most schools still have a tendency to cling to the one-size-fits-all education philosophy. It is often overviewed when catering to a classroom that each child has specific needs, and that a small group of children within the class may also need further attention. Disability isn’t always visible nor is it always what we think it is. A child may have an undiagnosed hearing or vision problem, he or she may have difficulty with attention or with sitting still, or may have difficulties comprehending instructions. Whatever the need, the issue of whether or not that child should be pulled from the classroom and work with a specialist in a resource room, or whether they should be fully integrated within the general education classroom has become extremely controversial. I believe that the most beneficial educational experience for the student is that of the Inclusive classroom approach and not the “pull-out” approach. Not only does this method entitle students to receive their proper rights to an equal education, but it also provides them with fundamental social skills and modeling behaviors, giving them a best-of-both-worlds experience. Full inclusion is an educational practice involving students with disabilities being members of a general education classroom and having individualized and relevant learning objectives, while still being provided the support necessary to learn (Byrnes,293). It excels in the fact that it mainstreams the child with their friends and peers throughout a great deal of the school day, while at the same time giving them the appropriate education that they are entitled to. “Inclusion is a value or a belief system to those who make it successful” (King, 152). In schools that utilize the inclusion method, administrators usually delegate certain classrooms as inclusion classrooms where the teachers in these classrooms are expected to use the existing...
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