Amanda Binder

EDUC 570
March 19, 2013
Issue 2: Inclusions
Summary:
The Key to Successful Inclusion article is in obedience to the IDEA Sec. 612 (5) (B) law.
To fulfill the law that says that educators are "to the maximum extent appropriate, children with
disabilities ... are educated with children who are not disabled, and that special classes,
separate schooling, or other removal of children with disabilities from the regular environment
occurs only when the nature or severity of the disability is such that education in regular classes
with the use of supplementary aids and services cannot be attained satisfactorily, 5
activities/support systems must be put in place for these students. Those activities and support
systems include: attitude and beliefs, service and physical accommodation, school support,
collaboration, and instruction methods. Classrooms that successful include each of these keys
will find it beneficial to students with disabilities as well bring diversity to the classroom and
benefiting the classroom as a whole. If teachers, paraprofessionals, and principles take the time
to receive the training and education and set multiple plans in place inclusion becomes the only
answer and the results become success for the student. To show that this method of inclusion is
effective a senior sample is shared. A third grade teacher shares her experience with the 5 step
inclusion process and how she found inclusion to be more beneficial than not giving the student
the opportunity of inclusion.
Reaction:
The teacher who shared their experience allowed the reader to understand that as simple
as the five step inclusion process may sound, it can be a challenge. The teachers use their joint
planning time to problem-solve and discuss the use of special instructional techniques for all
students who need special assistance. Monitoring and adapting instruction for individual
students is an ongoing activity. Readers can appreciate how genuine this story is and how
important it is to be prepared and properly trained before attempting to use the inclusion method
for a student with a disability. Learning that it is not only the special education teacher and
classrooms teachers responsibility for the students success, it also involves an entire team that
is motivated to accommodate to each individual students needs.
Question: Is full inclusion an effective educational practice?
Answer:
Although research shows that inclusion involves a large team of adults who are trained
and skilled to guide just one disabled student to success, it is most definitely worth the success in
the end. It may be time consuming, exhausting, and possibly a slow success rate but there are so
many benefits to inclusion not only for the disabled students but also for the entire class of
students. Benefits of inclusion include: demonstrating increased acceptance and appreciation of
diversity, develop better communication and social skills, show greater development in moral
and ethical principles, create warm and caring friendships, demonstrate increased self-esteem,
and creates opportunities to master activities by practicing and teaching others, all students in the
classrooms needs are met and greater academic outcomes that otherwise would not have
occurred.
Citation:
ERIC Clearinghouse on Disabilities and Gifted Education. (1998). Keys to Successful Inclusion.
ERIC EC Digest #E521.