Philosophy of Inclusion

Taken from:

Inclusion Portfolio

Allison Dounoulis

SPE575 Inclusion Strategies of the Special Educator

October 17, 2011

Dr. Catherine Koss

            Special education is dynamic and open to philosophical debates, ongoing research, and reflective practice. The Education for All Handicapped Children Act of 1975 specified students with disabilities should receive a free appropriate public education in the least restrictive environment. Subsequent laws such as the Americans with Disabilities Act and the Individuals with Disabilities Education Act (IDEA) continued to protect the rights and improve the lives and education of individuals with disabilities. To make sound decisions regarding the education of students with disabilities, educators can familiarize themselves with the law, stay abreast of research and best practice, build positive professional relationships, and remember their responsibility to provide the best education possible for their students.

            Prior to 1975, public education often excluded students with disabilities. The law did not protect students with disabilities, and parents often had to send children away to receive their education at state institutions. The Education for All Handicapped Children Act had a dramatic impact on public education. For the first time, educators seriously had to consider what would eventually be known as inclusion, educating students with disabilities in the general education classroom (Mastropieri & Scruggs, 2007). Districts and schools nationwide began to develop models of special education based on their understanding and interpretation of the law. Litigation frequently ensued further refining understanding and interpretation. This pattern continues today as schools and students with disabilities and their families make important decisions regarding students’ education.

            In regard to placement, I believe multi-disciplinary teams should always consider inclusion in the general education classroom. Students should have an opportunity to attend their home school and interact with students from their neighborhoods. Students with disabilities add to the diversity already existent in classrooms and contribute unique strengths and talents. IDEA requires educators to consider the student before the disability. If educators model the student-first philosophy, the students’ peers will do the same.

            Educators can take certain steps to ensure inclusion occurs successfully. The Individualized Education Plan (IEP) details a student’s education for one year. Everyone working with the student should be familiar with the IEP and implement every-related service, modification, and accommodation listed. The IEP is a legal contract, and educators have a responsibility to adhere to its contents or write addendums to make necessary changes.

            According to Bos and Schumm (2007), educators can facilitate successful inclusion by:

• establishing effective routines and classroom management strategies,
• participating in professional development activities
•  teaching appropriate behavior and providing positive reinforcement,
• communicating regularly and positively with students, pertinent professionals, and parents,
• using a variety of groupings for instruction (individual, small-group, peer assistance, and cooperative learning),
• involving the students in decision-making regarding their education, and
• adapting the environment, instruction, materials, and evaluations to address the strengths and needs of all students.

Often strategies used to help students with disabilities are useful to an entire classroom of students. Educators usually find all students benefiting from the differentiation.

            Occasionally, students with disabilities may benefit from placement somewhere else in the least restrictive continuum. The team must focus on the strengths and needs of the student when deciding to place a student outside of the general education classroom for any portion of time. The IEP must explain the appropriateness of the placement and the amount of time the student will spend in general education. Placement outside of general education carries certain risks. Students can become alienated from the general curriculum hindering their ability to participate successfully in standardized assessments. In addition, students can become alienated from their general education peers interfering with social development. Teams should always consider if the benefits outweigh the risks and should reconsider placement regularly.

            Special and general educators have a tremendous responsibility ensuring every student receives an appropriate education. Although a continuum of services is appropriate, inclusion offers many benefits. I believe teams should consider how to involve students in general education to the greatest extent possible.

References:

Bos, C.S., Schumm, J.S., & Vaughn, S. (2007). Teaching students who are exceptional, diverse, and at-risk in the general education classroom (4th ed.). Boston: Allyn &            Bacon.

Mastropieri, M.A. & Scruggs, T.E. (2007). The inclusive classroom: Strategies for effective instruction (3rd e.d.). Upper Saddle River, NJ: Pearson Education Inc.