Concepts of Inclusion
Concept of Inclusion
Sylvia Leggett
ESC: 315 Survey of Exceptional Students
Instructor: Karree Fah
September 26, 2011
In order to be effective utilizing inclusion we must have an idea of what that concept implies. Inclusion has been called many things down through the years in the educational realm. It has gone from being called the least restrictive environment to mainstreaming, to integration and now inclusion. Inclusion “is used to refer to the commitment to educate each child, to the maximum extent appropriate, in the school and classroom he or she would otherwise attend” (Charlesworth, 2000, p.58). Inclusion must consider that all students are full members of the school and they are entitled to the opportunities and responsibilities that are available to all the students in the school. Students with disabilities can and should participate along with or side by side with their nondisabled peers in all activities which include extracurricular, academic, and any other school related activity. When placing students with disabilities in regular classroom settings will require that teachers find different ways to make the education of these students as age and academically appropriate as possible. Inclusion is about being a part of the whole pie not just a piece. It is a feeling of belonging to something as a member not a visitor. Regardless, if you as teacher or a student with a disability you still have the same basic needs that a person without a disability have and wish for those needs to be meet. According to Maslow we all need to have our basic needs(food, shelter, water ,sleep) meet, but we also need to feel safe, secure, and loved and develop friendships and personal esteem. Maslow also “emphasized the importance of self-actualization which is a process of growing and developing as a person to achieve individual potential.” This true for all students with a disability or not they must have these needs met to feel fulfilled.
Sylvia Leggett
ESC: 315 Survey of Exceptional Students
Instructor: Karree Fah
September 26, 2011
In order to be effective utilizing inclusion we must have an idea of what that concept implies. Inclusion has been called many things down through the years in the educational realm. It has gone from being called the least restrictive environment to mainstreaming, to integration and now inclusion. Inclusion “is used to refer to the commitment to educate each child, to the maximum extent appropriate, in the school and classroom he or she would otherwise attend” (Charlesworth, 2000, p.58). Inclusion must consider that all students are full members of the school and they are entitled to the opportunities and responsibilities that are available to all the students in the school. Students with disabilities can and should participate along with or side by side with their nondisabled peers in all activities which include extracurricular, academic, and any other school related activity. When placing students with disabilities in regular classroom settings will require that teachers find different ways to make the education of these students as age and academically appropriate as possible. Inclusion is about being a part of the whole pie not just a piece. It is a feeling of belonging to something as a member not a visitor. Regardless, if you as teacher or a student with a disability you still have the same basic needs that a person without a disability have and wish for those needs to be meet. According to Maslow we all need to have our basic needs(food, shelter, water ,sleep) meet, but we also need to feel safe, secure, and loved and develop friendships and personal esteem. Maslow also “emphasized the importance of self-actualization which is a process of growing and developing as a person to achieve individual potential.” This true for all students with a disability or not they must have these needs met to feel fulfilled.
References: Charlesworth, R., (2000) Understanding Child Development 5th edition Delmar, Thomas Learning, Inc. Otto, B., (2010) Language Development In early Childhood 3rd Pearson Education, Upper Saddle River, New Jersey http://www.psychology.about.com/od/theoriesofpersonality/a/hierarchyneedds.html Turnbull, A., Turnbull, R., & Wehmeyer, M. (2010) Exceptional Lives Special Education in Today’s School 6th edition Pearson Education, Upper Saddle River, New Jersey