Inclusive Classroom
Ali Hendrickson
Debate Question: Is the Inclusive Model Workable?
Workable
Mara Sapon-Shevin
 All children feel welcome, valued, and
safe
 Value diversity
 Positive behavior management
 Easier to negotiate conversations
about differences v.
uncomfortableness
 The world is big, people are different,
and that we can work together to find
solutions that work for everyone
 Go beyond the individual and address
the community
 Learning how to ask questions
respectfully and how to listen well to
the answers are skills that will provide
a smoother entry into the complexities
of adulthood
 When students develop fluency in
addressing differences, are exposed to
challenging, issues, and view
themselves as interconnected, teachers
can more easily engage them in
discussions about how to improve
things
 Inclusive classrooms give us the
opportunity to put social-justice
principle into action-live a social
justice curriculum rather than just
studying it
 Academic benefit
 Child’s least restrictive environment
 Allows for more culturally responsive
pedagogy
 Helping children live together in a
democratic society
 Explore means to help one another
1
Debate Assignment
June 26, 2017
Not Workable
Wade A. Carpenter
 Frustration and sadness amongst
teachers
 Students questionably included or
without proper support
 Some kids bored still when could be
challenged
 Teachers pressured to focus on the
“bubble kids”
 More children getting by with
insubstantial and careless work
 Weak administrative support can
hinder the process
 Trying to include an extraordinary
range of abilities, advantages,
disadvantages
 Uncritical infatuation with
socialization
 Children are capable of learning about
felons without having to sit by them
for 8 hours a day
 Society hasn’t learned how to
discriminate well
 Need more support for teachers and
give kids more teachers
 Can have opposite effect on
children/damaging and hurtful
nature/bullying
 SPED child embarrassed about their
behavior more crisis
 School cannot fix every kid and not
every kid belongs in a school
 Stress load on teachers
Inclusive Classroom 2

To begin this essay, I first found that arguments on both sides of the topic offered solid

rationale and that my perspective provided below is nonconsequentialist. The question I am

seeking an answer is: Is the Inclusive Classroom Model Workable? I believe the inclusive

classroom is working and is proven successful in many districts. In the following paragraphs, I

will breakdown my opinion into its strongest arguments and explain why the inclusive classroom

model should be implemented in schools around the country.

Acceptance begins at a very early age and part of helping nurture and grow children into

successful citizens of this country means you will teach diversity and celebrate the cultural

background and wide-range learning needs among students within your classroom. Our world is

constantly evolving with technology advancement, new family dynamics, education policies and

reforms, and legislation and it is our duty as teachers to serve our student population under these

circumstances. When we teach diversity, we are also allowing open lines of communication and

developing a safe, friendly learning environment for all learners. As educators, we help shape

young people’s perceptions about the world around them and lead open-minded, multi-faceted

conversations to bring more background and depth to culturally responsive ideas. As we teach

social studies, language arts, science, behavior, etc. we are always responding to the ways in

which different children learn, considering their developmental readiness, family history, and life

experiences, and differentiating our instruction to meet their needs.

Even when considering the opposing viewpoint, we can all agree on the definition of

inclusion and the rights of special education students. We also discover the nonconsequentialist

argument and the coined phrase, “Do onto others as you would have other do onto you.” Which

means we should be looking at these ethical situations as if we were directly impacted and

discover new ways to grant people access to equal learning opportunities. Including children
Inclusive Classroom 3

with their same-aged peers and their general education teacher as much as possible is the right

thing to do.

Carpenter (2008) agrees when he states,

“Inclusion does not mean that every student is educated with peers at all times, but it does

mean that the responsibility of discovering effective means for all students to learn

together is taken very seriously and deviations from this approach are made with

reluctance and only after careful deliberation.”

All children will benefit when in the inclusive classroom. The inclusive classroom model

does work with appropriate supports and training of individuals. Inclusion is a practice we use at

Sam Davey Elementary, although not flawless, we strive to maintain every child’s learning

potential in their least restrictive environment with their same-aged peers. I would not be the

teacher I am today without these practices and beliefs of inclusion. It is my job to support every

child in their pursuit of happiness and acquisition of knowledge in my classroom.

Inclusive Classroom 4

Bibliography

Burnstein, N., Sears, S., Wilcoxen, A., Cabello, B., & Spagna, M. (2004). Moving Toward

Inclusive Practices. Remedial & Special Education, 25(2), 104-116.

Carpenter, W. (2008). The Other Side of Inclusion. Educational Horizons, 86(3), 134-138.

Daniel, P.K. (1997). Educating Students with Disabilities in the Least Restrictive Environment:

A Slippery Slope for Educators. Journal of Educational Administration, 35(5), 397-410.

Sapon-Shevin, M. (2008). Learning in an Inclusive Community. Educational Leadership, 66(1),

49-53.