Inclusion in the Classroom

Learning Targets:

1. Students will be able to define inclusive education

2. Students will be able to identify the difference between inclusive education and self-contained education

3. Students will be able to describe a successful inclusion classroom

Think back to when you were in grade school. Did you have classmates in the room who seemed to get a little extra assistance? Most of the time you would not be able to tell who your disabled peers were. This means you were in an inclusion classroom. Your disabled peers got to learn and be included in the same setting as you.

What is inclusion in the school system?

Inclusion in the classroom and school setting gives students with disabilities opportunities to learn in the same classroom environment as their non-disabled peers (Alvernia University, 2019). Inclusive education and inclusion classrooms were created in accordance with the Individuals with Disabilities in Education Act (IDEA), this law states that students with disabilities should be placed in the least restrictive environment. In accordance with IDEA students should be in a classroom with their non-disabled peers as much as possible. Inclusive classrooms not only benefit students with disabilities but also benefits teachers and other peers in the classroom. New diverse and caring relationships are made among peers along with an increase in self-esteem (The Understood Team, 2021) .

“What are the differences between inclusive classrooms and self contained classrooms?”

An inclusive classroom depicts children with disabilities working together with their non-disabled peers. (Alvernia University, 2019). Some students are placed in a different learning environment known as a “Self- contained” classroom. Most of the students are placed in this kind of environment based on the services and accommodations they are receiving. Some students are also placed in a Self-contained classroom due to issues in community with non disabled peers, it is a distraction free classroom for the students who are struggling in an inclusive setting.” The student will receive specialized instruction tailored to their needs and accommodations, which helps with behavioral issues (Villegas, 2020).

Students working with a Special Education Teacher or Paraprofessional while in the general education/ inclusive setting with their peers.

“What makes inclusion successful?”

Inclusion classrooms have been benefits for students with disabilities, their non-disabled peers, and teachers. Inclusive classrooms tailors education for all learners, this refers to all students learning differently and it gives teachers the opportunity to use different learning styles. Teachers use positive behavioral supports and interventions to help behavioral needs. Inclusive learning makes it less different among peers. These classrooms have varying types of learners and are very diverse. In this setting all students are supported and are all able to have their needs met. Every student benefits from an inclusive classroom (The Understood Team, 2021). Teachers are benefited by an inclusive classroom due to being able to create unique lesson plans that recognize that each student learns differently and not all the same. It encourages collaboration between Special Education teachers and General Education teachers. In an inclusive classroom you can easily foster positive learning environments by accessing what motivates the students in the classroom, this can be accomplished by giving questionnaires at the beginning of the year. Everyone in the classroom should be included and have their learning styles met (Alvernia University, 2019)

Reflection and Conclusion

Based on the information I reviewed, I believe that inclusion should be used widely in schools and special education. Alvernia University “(2019)” and The Understood Team “(2021)” both talk about the benefits of inclusion. Villegas is a teacher who talks about the difference between working with a self-contained classroom and an inclusion classroom. He talks about the struggles of being self contained but understands why because of the student’s accommodation. I have personally worked in the inclusion setting and self- contained classrooms. I think that each setting is needed in the school system due to meeting each student's needs. I have seen how each setting personally affects each student. When able I do feel that students should be in an inclusive setting with their peers and being included in that atmosphere. This year I am working in a self- contained classroom with students who need to be in that setting because putting them in the inclusive setting would not being doing justice to them and their needs. But we have a student who has started in the self-contained setting but has moved into the inclusion setting and is thriving he needed that interaction with his peers. I do not think that either setting is more right over the other it honestly depends on the student and their needs.

Questions:

1. What is a inclusive classroom?

A. A room with a lot of flexible seating

B. a classroom that does not give students with disabilities opportunities to learn in the same classroom environment as their non-disables peers

C. A classroom that gives students with disabilities opportunities to learn in the same classroom environment as their non-disabled peers

D. A room with a lot of students

2. Mrs. Campbell makes sure that every student is included in the lessons, she works closely with Mrs. Kerr to make sure each student's needs and goals are being met according to their IEP. What kind of classroom is Mrs. Campbells Kindergarten Room?

A. inclusion

B. self-contained

C. Kindergarten

Answer Key:

1. C

2. A

References:

Noodle. (n.d.). Retrieved January 30, 2022, from https://www.noodle.com/articles/the-truth-about-self-contained-special-education-classrooms

Peetsma, T., Vergeer, M., Roeleveld, J., & Karsten, S. (2001). Inclusion in Education: comparing pupils’ development in special and regular education. Educational Review, 53(2), 125–135. https://doi-org.proxy.lib.odu.edu/10.1080/00131910120055552

Polat, F. (2010, August 3). Inclusion in education: A step towards social justice. International Journal of Educational Development. Retrieved March 14, 2022, from https://www.sciencedirect.com/science/article/abs/pii/S073805931000091X

Posted June 5, 2019 | S. E. (2019, June 5). The importance of inclusion classrooms. Alvernia Online. Retrieved March 15, 2022, from https://online.alvernia.edu/articles/inclusion-classroom/

Team, U. (2021, March 30). 4 benefits of inclusive classrooms. Understood. Retrieved March 14, 2022, from https://www.understood.org/articles/en/4-benefits-of-inclusive-classrooms