The Inclusion Classroom

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The Inclusion Classroom
Peggy Siegel
EDU 304 Introduction to Education
Instructor Zlatanov
March 12, 2012

The Inclusion Classroom
The word inclusion has been given many different definitions. There is full inclusion and partial inclusion, full inclusion is where all students are in a regular fulltime classroom, regardless of their disability or the severity of their condition. Partial inclusion is defined as the situation in which disabled students are removed from regular classrooms and participate in a classroom for special education services. However, it is important to note that inclusion is more than a classroom setting. It is a state of mind to those that are willing and become involved enough to make it successful. It is the togetherness felt by students, regardless of their disability, and teachers and all others involved that come together and create that feeling of belonging associated with a school community. Educational practices have to be centered around the child if inclusion is to be successful. Ultimately, "the primary responsibility for the education of students with disabilities in an inclusive environment rests with the regular classroom teacher rather than the special education teacher" (Thompkins, 1995). This responsibility can create many concerns, not only with the teachers but with the students and parents as well. Many teachers feel unsure of their abilities and knowledge necessary to meet the needs of children with disabilities. In addition, many teachers do not know how to organize a classroom which insures that all students’ educational needs are being met. Parents and teachers were concerned about the social aspect of the inclusion classroom as well. Many were afraid that some children would make inappropriate comments or would be unable to make friends. However one of the major concerns of the students was to be academically accepted by their peers. They wanted to be accepted and not be treated as special needs. Another...
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