Should Special Needs Students Be Taught in an Inclusive Classroom?
Should Special Needs Students Be Taught in an Inclusive Classroom?
In 1975, the Individuals with Disabilities Education Act (IDEA), was enacted by Congress to ensure that children with disabilities have the opportunity to receive a free appropriate public education in the least restrictive environment. Before IDEA was enacted, students with disabilities were taught in a regular education classroom, but were not given any accommodations to help them learn. IDEA’s purpose is to provide an education that meets a child’s needs and prepares them for further education, employment, and independent living. An Individualized Educational Program (IEP) is mandated by IDEA to develop goals and objectives that correspond to the needs of the student, and ultimately choose a placement in the least restrictive environment possible for the student. Each student with special needs is evaluated and tested, and by the results the IEP team decides on what the child’s placement is. The question is whether or not the students’ gain educational strength after being placed in the least restrictive environment. Supportive and positive faculty, students’ feelings of belonging and normalcy, teachers’ frustration, and parents’ opinions are all important points that have led to the debate of whether or not special needs students should be taught in inclusive classrooms. One of the main points behind the debate of whether special needs students should be taught in inclusive classrooms is the amount of positivity present in this type of environment. If a teacher educates a special needs child begrudgingly it will be apparent to the youth. The classroom atmosphere should be warm and friendly at all times. The more positive the teacher, the more positive all of the students will be and learning will take place more effectively. The special needs students want to feel accepted, not different. They want to fit in and make friends, but they also want to learn. It may take these
In 1975, the Individuals with Disabilities Education Act (IDEA), was enacted by Congress to ensure that children with disabilities have the opportunity to receive a free appropriate public education in the least restrictive environment. Before IDEA was enacted, students with disabilities were taught in a regular education classroom, but were not given any accommodations to help them learn. IDEA’s purpose is to provide an education that meets a child’s needs and prepares them for further education, employment, and independent living. An Individualized Educational Program (IEP) is mandated by IDEA to develop goals and objectives that correspond to the needs of the student, and ultimately choose a placement in the least restrictive environment possible for the student. Each student with special needs is evaluated and tested, and by the results the IEP team decides on what the child’s placement is. The question is whether or not the students’ gain educational strength after being placed in the least restrictive environment. Supportive and positive faculty, students’ feelings of belonging and normalcy, teachers’ frustration, and parents’ opinions are all important points that have led to the debate of whether or not special needs students should be taught in inclusive classrooms. One of the main points behind the debate of whether special needs students should be taught in inclusive classrooms is the amount of positivity present in this type of environment. If a teacher educates a special needs child begrudgingly it will be apparent to the youth. The classroom atmosphere should be warm and friendly at all times. The more positive the teacher, the more positive all of the students will be and learning will take place more effectively. The special needs students want to feel accepted, not different. They want to fit in and make friends, but they also want to learn. It may take these
Cited: “Concerns About and Arguments Against Inclusion and/or Full Inclusion” SEDL. Southwest Educational Development Laboratory, 2013 Knight, Bruce Allen. "Towards Inclusion of Students With Special Educational Needs In The Regular Classroom." Support For Learning 14.1 (1999): 3 Web. 28 Feb. 2013. Knight, Elise. Email Interview. 27 Feb. 2013. Mahony, Michael (1997): 59. Academic Search Complete. Web. 28 Feb. 2013. Sapon-Shevin, Mara. "Learning In An Inclusive Community." Educational Leadership 66.1 (2008): 49-53 Shanker, Albert. "Full Inclusion Is Neither Free Nor Appropriate." Educational Leadership 52.4 (1994): 18 Taylor, Beverly. Email Interview. 27 Feb. 2013. Tichenor, Mercedes S., Bette Heins, and Kathy Piechura-Couture. "Parent Perceptions Of A Co- Taught Inclusive Classroom." Education 120.3 (2000): 569 Web. 27 Feb. 2013.