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EIP WORK DRAFT 2: Peer Review Sheet

Reviewed by: Madyson Stager

Tag, Label, Highlight, Question, Explain and Comment

A) INTRODUCTION
THE FIVE RHETORICAL TASK
1) Issue, topic, or problem identified [task 1]
2) Outlined/described that problem for the audience [task 2]
3) Contextualized problem by entering the conversation of prominent voices
[task 3]
4) Thesis (claim + reasoning) [task 4]
5) Preview the kinds of evidence/ analysis thatll be employed in addressing
issue [task 5]

1. THESIS. Locate the central persuasive stance of the essay. Underline the claim
and highlight the reasoning parts of the sentence. Evaluate the strength of the thesis as a
whole and by its component parts, the claim and proposed reasoning.
a. What are your concerns about this thesis?
b. What questions does the thesis immediately raise for you as a reader?

2. INTRO CONTEXT (Tasks# 1 - 3, above). Evaluate the context and shaping of the
surrounding situation. To what extent does the essay demonstrate a current, specific,
exigent, particular (non-generic) context or discourse from which the issue arises and is
best understood by? Offer probing questions, advice or feedback on the contextualization
of the essays stance.

3. INTRO HOLISTIC FEEDBACK. Offer your overall thoughts / questions / suggestions /

concerns /feedback on the strengths or setbacks of the essays intro. Evaluate and give one
or two take-away ideas about the organizational, logical, rhetorical or stylistic concepts.

4. CONSISTENT MESSAGE. Return to the introduction after reading body paragraphs:

To what extent does the essay development correspond and uphold the thesis reasoning
and overall introductory setup? Put another way: is there any disconnect between the
introductions stated direction and the actual work of the essay?

B) Essay Development: Vertical Idea/Paragraph Development.

ANATOMY OF A PERSUASIVE PARAGRAPH
1) Topic Sentence claim
2) Set-up Ideas /introduce source
 3) Evaluate and Analyze sources
4) Build insight, synthesis, implications, conclusions

5. PARAGRAPH Development.
a. Go through a full page or so of the body paragraphs (approx 3 or 4
parag.). Quickly identify topic claim, evidence and evaluation/analysis in them.
Based on patterns in your findings: Which aspects of the anatomy of a
paragraph (above) does the essay need to work on? Point to examples where the
topic claim or analysis or insight falls short of potential.
i. I feel the paragraph development is very strong. The
thesis is presented well, gives clear definitions on the topic of inclusion
education for the reader the clearly understand, and provides sources to
back up her argument.
b. They Say I Say / Naysayers /Opposing Views. Anticipating objections
and raising them in paragraph analysis can strengthen ones position. What
objections might be raised and where? Write out your objections for the writer and
offer any feedback on TSIS work.
i. Although there are many good reasons stated as to why
schools need inclusion education, parents may think that the class isnt very
necessary because their child is not disabled. These parents may not
understand the extent the classroom may go to educate a person.
ii. Schools are having difficulty keeping their schools
funded, where could the money come from to keep these classes in school
systems?
c. Which paragraph or section was the strongest? Weakest? Feedback.
d. Any recommendations on the order of the paragraph development. Is
it moving vertically and toward greater insight or randomly / tangentially /
backwards / ???

6. RESEARCH AND CITATION. Source credibility can be established in many ways (a

writers job, institutional affiliation, funding sources, reputation) and as readers we take as
a given that the writer is honest and not intentionally misconstruing information.
Nonetheless, a position is strengthened by brief, clear indications of source ethos. That in
mind...
a. Comment on the apparent quality of the source. Refer to Works Cited
page as needed.
b. Comment on the efficient & clear set-up of source. Note any places in
need of revision.
c. Comment on the appropriateness on the types of research employed.
Reminder: Do not automatically discount qualitative (non-numerical) methods of support. A
logical analysis of a situation or persuasive input from prominent voices can be as or more
 valuable than isolated numbers or data. What matters is whether intended audience will find
it compelling and whether that kind of support can contribute insight, add meaning, back-up
claims, etc.
d. MLA. Note whether in-text citations and Works Cited references are
accurate/need work. Owl Purdue Citations Available here. Any other formatting
issues to note?

C) Concluding Considerations
7. CONCLUSION. Evaluate the effectiveness of the closing paragraph(s). In your own
words, describe and assess what you understand as the purpose of the essay (the hoped
for outcome and response from its intended audience). To what extent does the conclusion
avoid merely repeating the introduction claim and instead launch itself forward/outward
and toward genuine engagement, broader implications or actions, etc?

8. RHETORICAL SITUATION: Speaker, Message, Audience, Purpose, Exigency.

a. Who is the target audience and does this essay speak to their needs,
interests, concerns on this topic? How so? How not so?
b. Offer a holistic response to application and demonstrated skill of
the essays rhetorical effectiveness. Consider the terms above and their
complex interrelations as you discuss.
9. What was the best part of the essay?
10. Offer a final comment on the total effectiveness of the message and its
development in the essay.
a. The message is presented and supported well throughout the essay.
The argument is very strong, in that it has convinced me to promote for inclusion
education in schools.
11. Offer a final suggestion (or two) on what you see as high order concerns / areas in
need of further attention.

Grace Wheeler

UWRT 1102

Leah Huizar

3-28-2017

Inclusion Education in Our School Systems

Over the past decades that special education has been evolving, different techniques and curriculums

have been created and implemented, improved and discarded. One of these curriculums is inclusive
education. According to Garry Homby, from the British Journal of Special Education, inclusive

education is the most controversial issue currently regarding the education of children with special

education needs and disabilities. Although there are some downsides to inclusion education, it is

important for students with disabilities to experience inclusion because they provide interaction with

other students who do not have disabilities. Inclusion also gives children room to grow and helps them

feel more accepted by their classmates at school. Special education and inclusion education both involve

students with disabilities, but provide alternate views and values when it comes to educating children

with special needs. There are many benefits to inclusion education for the children with disabilities as

well as those who do not and it has already begun to spread around the world. Inclusion education

celebrates disabilities and works with students to improve their social and academic skills.

Growing up with a brother with special needs, I automatically felt a connection with other people with

disabilities. Unfortunately, this is not the case with everyone. I have seen numerous people stare at us,

whisper about us, and get so uncomfortable around my brother and I that they leave so they arent

around us any longer. I used to get angry and think these people were rude and judging. However, over

the years I have learned that people being uncomfortable sometimes isnt their fault. There is a large

portion of people who have had the opportunity to interact with people with disabilities like I have.

Because of this, they feel uncomfortable and uncertain of how to speak or interact with them. Inclusion

education provides daily interaction between children who do have disabilities with those who do not. It

can also provide a form of leadership for students. Some students will be able to step up and help

struggling students with their work. Inclusion education will allow students to grow and mature. If

students with and without disabilities grow up together, working together, partnered in different

situations, and taught how to love and accept each other, hopefully the gap of stigmatisms against those

with disabilities will begin to close.

Inclusion education is based on IDEAs principle of the least restrictive environment.

According to IDEA, the Individuals with Disabilities Education Act, schools are to ensure that students
are involved with and learning from other students in the school setting who do not have a disability. A

child is only to be placed in a restrictive, or special education environment, when disabilities are severe

and the child does not succeed in a general education classroom with supplementary aids. In Turnbulls

Exceptional Lives: Special Education in Todays Schools, they talk about four key characteristics of

inclusion. These include home-school placement, the principle of natural proportions, restructuring and

learning, and age- and grade-appropriate placements. In Turnbull, it shows a chart of the percentage of

students involved in an inclusive classroom. 61% of students spend between 80 and 100% of their time

in a regular classroom, 20% spend 40 to 79% of their time in a regular classroom, 14% spend 0-39% of

their time in a regular classroom, and 5% is in the special education setting for the entire school day

(Turnbull). Inclusion education provides many opportunities for children with disabilities that we will

continue to explore throughout this inquiry.

There are many differences between special education and inclusive education. Special education

is characterized by individual assessment and planning, specialized, intensive, goal-directed, and

research-based instruction, as well as collaborative partnerships and student performance evaluations.

On the other hand, inclusive education is characterized by a philosophy of acceptance and belonging,

student, family, educator, and community collaboration, celebration of diversity, valuing high-quality

school, educating learners with their peers in mainstream classrooms, and in their local community. As

you can see, there are many differences between these curriculums and they have caused confusion over

the years with educators and parents (Homby). It is important that students, parents, and educators are

aware of what kind of education the students are receiving.

There are many goals that inclusive education hopes to help children with disabilities achieve.

Surprisingly, education is not the main goal for students (Homby 2015). In Hombys article, he says that

the primary goal is to create independence, a sense of well-being, and participation in the community.

SEND (Special Education Needs and Disabilities) focuses on the broader goals of education like a

students life, vocational, and social skills. They want to educate students to be productive in their
communities, to be happy, to feel accepted, and to have the skills they need to meet the demands of

being an adult (Homby 2015). With that being said, what is the curricula for the students in inclusive

education? SEND says that students should have access to the same curriculum as those without

disabilities, but that does not mean that these students cannot have accommodations to their individual

curriculum. If a student is frustrated with their curriculum, it can create emotional and behavioral

difficulties and cause disruptiveness in class. It is important for students to be in an environment where

they will be the most productive and succeed. Sometimes, this means they do not follow the designed

curriculum all the mainstream population follows (Homby 2015). Students with disabilities are involved

in mainstream classrooms for much larger reasons than their education. It provides many opportunities

for children with or disabilities like daily interaction with students without disabilities, equality for

students, and gives room for children to grow.

Inclusion education doesnt just benefit the student with disabilities. It also encourages other

students to grow and step into possible leadership positions. One thing that students benefit from is the

positive understanding of these students with disabilities. As mentioned earlier, there is a large portion of

the population with a negative opinion of those with disabilities. If students are raised in a classroom

together all their lives, this will close part of the huge gap between both children. The diversity between

students will encourage growth and acceptance for all of these children as well. A welcoming

environment will be achieved for the children with disabilities making them feel like a part of their class

instead of being separated from the entire school.

Another goal of inclusive education is to teach students with disabilities the skills to survive in

the real world. When students work side by side with those without disabilities, it creates a real world

experience for them (Cook). Graduating from high school and learning to be an adult in the real world is

difficult enough for those of us without disabilities, imagine the difficulties that those with disabilities

face. In fact, here is a large portion of students with disabilities that will not even graduate high school.

If this were to happen, they would not have job skills, a degree, or any way to support themselves. If
students are included in education classes, they will have role models of how to act and behave in social

situations. They will learn communication skills and different ways to work through difficulties

(Daniel). Allowing students to see how other students work will increase their work ethic and create

more success for everyone.

Another huge benefit to having students in class together are the relationships that will be formed

(Ebersold). One of my favorite things is to watch how students without disabilities care for and love my

brother. They do anything they can to protect him and make him feel accepted. Imagine the relationships

that would be formed when having students work side by side in class. Creating opportunities for

friendship makes the classroom happier and will help students succeed academically and socially. These

relationships formed will teach students how to accept diversity and the differences that we have.

Education for children with disabilities is a very important topic for everyone related to someone

with disabilities and should be for those that are not. Through special education, my brother has learned

job skills, how to recycle, and so many academic skills. Although he is not high functioning enough to

be in an inclusion classroom, I still see all of the benefits of his education. One point made by S.

Eberhold in his article is that shouldnt have to adapt to society in order to be accepted. While this is

true, inclusion education allows students to be different and celebrates those differences. All children

have a hard time fitting in, even if they dont have a disability. Creating relationships, increasing the

functioning of students, teaching job and social skills, creating a culture of respect among students, and

teaching students about people and their differences is something we should be implementing in schools.

My hope as inclusion education advances is to see a culture of diversity and acceptance between all

students, the teachers, and families.