Inclusion

“What Problems can be associated with Inclusion?”

Inclusion can be a really fine line, especially when it comes to the classroom. Despite evidence that inclusion is beneficial, things like selection bias, the bias introduced by the selection of individuals, groups, or data for analysis in such a way that randomization cannot properly occur, can cause a problem in a classroom (Gilmour, 2020). For example, a second grade student that has trouble reading due to letters looking too similar would still be put in a general classroom with his peers as well as given accommodations to help him differentiate letters, while a fourth grade student that has issues sounding out words while his classmates are working on comprehension would most likely be moved to a specialized classroom, isolating him. Other evidence suggests that mainstreaming students with disabilities into general classrooms actually slows down classroom instruction due to teachers in these types of classrooms having to regain order in their classrooms (Samuels, 2020).

For a real world example, a student, who has autism, is verbal and is able to be placed in a general education classroom. You, the teacher, have students at the beginning of class to say one thing they did over the weekend. The student with autism stays quiet as their classmates state what they did. As you are about to start your lesson, the class bully points out that the quiet student didn't say anything and proceeds to tease them about it. The classroom erupts into chaos and now you have to reel the class back in, disrupting the flow of the day, which further agitates the student with autism.

“Benefits of an inclusive classroom”

Conversely, research has shown that there are many benefits to an inclusive classroom, no matter the grade level. By showcasing diverse learners and providing them with the support they need on an individual basis, you help the student by increasing their confidence to be able to learn in their own way (Understood, 2021). Autistic students serve as a great example in studies on inclusive classrooms. While it’s true there are some autistic students that require more attention, this doesn’t need to be in a segregated way (Jordan, 2008). Autistic students may be hard to teach, but they create a perfect model in which to introduce inclusion in classrooms.

Revisiting our example, the student is having a hard time with tests. The student seems to be taking the entire time to complete their test, but when you grade it, you notice they second-guessed themselves a lot and would have gotten the correct answer had they had more time to think about the question. You also observed them quickly finishing their test in the last few minutes of the allotted time, indicating they rushed through those questions so they at least answered them and had a chance of guessing the answer correctly. You approach the student and gently ask them about the last test they took and they explained to you that the time given isn't enough for them to process all of the questions so they rush through the last few questions and second guess themselves. They further report that, even though no students are talking, they can't focus on the test because of all the ambient noise. You empathize with them and allow them to come to class a little early to begin the test before the rest of the class arrives, as well as allow them to have their headphones in. You inform them that you'll revisit how the accommodations are helping.

“Why inclusion is important”

The concept of inclusion is more than just the studies done on it; it’s also just as informative to teachers as it is to students. Students being included in how their classroom operates is just one small piece of the puzzle, no matter if they have disabilities or not. With student input, inclusive education is more than just a study; it’s a lifeline for those students (Ainscow & Messiou, 2017). Giving students the ability to voice their opinions not only gets them involved in the process of creating an inclusive classroom, it also builds their confidence in speaking up for what they believe in (Understood, 2021).

Returning to the example again, a month has passed and you ask the student with autism to stay back for a few minutes. This garners a reaction out of the bullies of the class, but one stern look from you and they continue exiting the classroom. You ask the student how they have been feeling with the testing accommodations you gave them and they happily report that they haven't been rushing as much in the tests anymore and don't second guess themselves. You inform them that you knew that the accommodations helped, as their grades drastically improved on their tests. This gives the student confidence and as the weeks go on, they make friends in the class and the bullies, while they still make fun of the student, back off more than they used to.

Reflection and Conclusion

Remember the student in the example? That was me, combining some of my adult and college experiences and thinking about what could have happened if I had known I was autistic from a young age. Even though I wasn’t diagnosed until well after my K-12 career had ended, I still want to have that empowerment and encouragement in an inclusive classroom. Since finding out I was autistic only a few years ago, I want to be able to build that inclusive environment for my students so that they feel safe, whether they have a disability or not (Understood, 2021). Even though it’s not in an educational setting, I know how it feels to be isolated due to a disability, and I do not wish isolation to be standard practice in classrooms anymore. It is up to us as future educators to be as inclusive as possible so students feel the confidence for not only their grade school career, but well into their futures as well (Gilmour, 2020).

Questions

1. Which of these are a way to create an inclusive classroom?

a. Define behavior standards

b. Create a calm learning environment

c. Give students choices to show what they've learned

d. All of the above

2. A student with a sensory processing disorder cannot be around loud noises indoors for a long period of time. It is a rainy day and you as the teacher have been instructed to have recess inside and tell the students to use their indoor voices., but the student doesn't like that and goes into what appears to be a panic attack. Do you:

a. Allow the student to step out of the classroom to calm down while you get the class under control

b. End recess for everyone and resume teaching

c. Ignore the student and allow the rest of the class to be loud

d. Make the student interact with the loud class

Answers

1. D

2. A

References

Ainscow, M., & Messiou, K. (2017). Engaging with the views of students to promote inclusion in education. Journal of Educational Change, 19(1), 1–17. https://doi.org/10.1007/s10833-017-9312-1

Gilmour, A. F. (2020, August 10). Has inclusion gone too far? Education Next. Retrieved September 14, 2021, from https://www.educationnext.org/has-inclusion-gone-too-far-weighing-effects-students-with-disabilities-peers-teachers/.

Jordan, R. (2008). THE gulliford Lecture: Autistic spectrum DISORDERS: A challenge and a model for inclusion in education. British Journal of Special Education, 35(1), 11–15. https://doi.org/10.1111/j.1467-8578.2008.00364.x

Samuels, C. A. (2020, November 19). Does inclusion slow down general education classrooms? Education Week. Retrieved September 14, 2021, from https://www.edweek.org/teaching-learning/does-inclusion-slow-down-general-education-classrooms/2017/11.

Understood. (2021, March 30). 4 benefits of inclusive classrooms. Understood. Retrieved September 14, 2021, from https://www.understood.org/articles/en/4-benefits-of-inclusive-classrooms.