Running head: CRITIQUE ARTICLE 2 1

Assignment 2.1: Critique Article 2

Ramona Torres-Martinez
Fresno Pacific University

Critique Article 2
The inclusion of students with disabilities in general education classes offers social and

academic learning advantages. Students with disabilities benefit from the social interaction in

the classroom and are presented with the opportunity to achieve their academic goals. In the

article, By June, Given Shared Experiences Integrated Classes, and Equal Opportunities, Jaime

Will have a Friend (Bishop & Jubala, 1994) the authors analyzed and examined the outcome of

modifying the IEP plan of a student with disabilities to include integration as part of the IEP plan

to strengthen his social skills and academic skills.

The article discussed the proceeding of the IEP meeting and the decision made to

integrate into a general education class. The goals and focus of his education was to be on
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developing social skills and most important, developing friendship (Bishop & Jubala, 1994, p.

37). The purpose of the integration was to encourage the student with special needs to develop

social skills and be able to engage in interactions with other students. The article also

mentioned that the classroom environment promoted cooperative learning among the students

which provided the student with disabilities the opportunity to meet his IEP objectives.
Another important point mentioned in the article was that there was no disability

awareness instruction for the students without disabilities (Bishop & Jubala, 1994, p. 37).

Students without disabilities were not provided with specific lessons to create awareness about

disabilities with the intent of creating true social interactions. The students without disabilities

were encouraged to share their special equipment to create an accepting environment that

respects the individuality of every student in the classroom.

The article also examined the effects of the friendships that occurred between the student

with disabilities and several of the students without disabilities. The social interactions led the

students without disabilities to gain a better understand of having compassion and acceptance

towards students with disabilities. With the development of friendship, the students without

disabilities were able to learn about the personality and qualities of the student with disabilities.

The friendship between the students presented a positive learning experience that encouraged the

student with disabilities to engage in social interactions and situation within the school setting.
Another aspect analyzed by the article was the academic achievements of the student

with disabilities by being involved in the daily task and routines of the general education

classroom. The cooperative learning environment of the general education class prompted the

student with disabilities to be seen as a member with important pieces of information to share in

every group to which he was assigned (Bishop & Jubala, 1994, p.38). The tasks and

responsibilities that the student was assigned in the classroom supported the academic objectives

outlined in the IEP.

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To conclude, the article discussed the social and academic accomplishments of the

student with disabilities that resulted from the inclusion into a general education class and the

relationships established with peers. The article also mentioned that plan that was created to

promote an effective transition to the next grade for the student with disabilities by incorporating

the suggestions contributed by the students peers, parents, and school personnel (Bishop &

Jubala, 1994, p. 40)

References
Bishop, K., & Jubala, K. (1994). By June, given shared experiences, integrated classes, and equal

opportunities, Jaime will have a friend. Teaching Exceptional Children, 27, 36-40