Friday, February 22, 2019
Inclusion of Special Needs Children in Regular Classrooms Essay
Bobby, a young boy, is diagnosed with autism at age 3. At age 5 his p arnts attempt to place him into the kindergarten class in their groom day district. The school district treasured to immediately put Bobby into a especial(a) upbringing schoolroom that is made up of entirely special demand shaverren of every(prenominal) different disorders. Knowing that Bobby was prone to tantrums and un elementary with things unfamiliar to him, his parents wanted Bobby placed into a systematic classroom with normally functioning schoolchilds and with extra service of process from perhaps an extra aide or teacher. The school district decided to accommodate Bobbys parents wishes and placed Bobby into a regular kindergarten classroom with a one-on-one aide who would also assist a few other children in the class when needed. This type of classroom is an comprehension classroom, meaning normally beating students are placed in the like class as special necessarily children so they rump all reveal from each other. It is not always easy for special needs children to adjust to an cellular inclusion classroom at foremost, but they thence unremarkably become a successful environs.In the beginning of the school course Bobby had frequent outbursts when told to move from one activity onto another. These outbursts disturbed the classroom and Bobbys classmates. nearlytimes Bobby would scream and cry NO when forced to relinquish a toy or supply to another student to teach him to share. other times he wouldcry be antecedent he did not understand that every deed could not be his turn during games. Transition times were always a chore, because Bobby did not comprehend the concept of finishing one activity and despicable onto the next. He just did not understand that the previous activity would sleek over be there to do at another time or place. However, after a period of time and observing the normal students in his classroom, Bobby began to have fewer and shorter o utbursts and began to understand simple concepts like finishing gloss and moving onto realizeing his alphabet.Many parents argue that having special needs children in the classroom with their normal children will hinder everyones learning and cause disruptions and distractions. However, inclusion classrooms help to teach sensitivity to normal students and proper interaction with community to special needs students. Inclusion in the scholastic environment benefits both the disable student and the non-disabled student in obtaining better manner skills. Byincluding all students as more than as possible in general or regular education classes all students can learn to work cooperatively, work with different kinds of people, and how to help people in tasks. As J.W. Whitworth, the Department of Education Chair of Texas, notes, the goal of inclusion in schools is to ca-ca a world, in which all people are knowledgeable close to and leap outive of all other people, (3).Every chil d in a public school system is required to receive a part with and Appropriate Public Education (FAPE) (Public Law 102-119). For higher-functioning children with special needs FAPE agent being included in a regular classroom. Despite umpteen another(prenominal) arguments that special needs children are a hindrance to education in inclusion classrooms, the benefits of comprehensive teaching outweigh the negative aspects. Any specialneeds child who is capable of functioning with some assistance in a mainstream classroom should be afforded that opportunity. No high functioning special needs student should be forced to remain in a classroom intact of students that are lower functioning than them, therefore slowing coldcock their education.Of the many benefits aspects for children placed in inclusion classrooms, there is none more of the essence(p) than the academic benefits. According to the ledger of Early Intervention, in a cogitation of parents and teachers of inclusion clas sroom students, children with developmental disabilities placed in inclusion classrooms contrive great improvements in language, cognitive and motor development that are supra their peers in special education classrooms (52). One way that students benefit is by learning skills of independence.Special needs students learn to depend on themselves first and then ask for help when they really need it. In the inclusive ambit there wont be as much of an opportunity for teachers or aids to assist all of the students. In a study conducted by Johns Hopkins University (Success For All) it was determined that in an inclusion setting assessments showed alter interpreting performance for all students, the most dramatic improvements occurred among the lowest achievers. (Stout, 2001). By placing the special needs students in with the general education students, all students are provided with better resources in the classroom.Aside from providing children with academic benefits, inclusion also provides children with a better understanding and respect for diversity. Being in a setting with many different types of students with different needs and abilities provides students with a way to learn active differences and how they can help others. In the Success For Allstudy, results showed that the children have-to doe with had a reduced fear of human differences accompanied by increase comfort and awareness (Stout, 2001). If children are separated in the school because of their developmental differences then they will never truly learn that it is acceptable to be a unique individual.According to the Early Childhood Research every quarter typically developing children from inclusive classrooms give significantly higher acceptance ratings to suppositious peers with disabilities than children from setting that do not include children with disabilities (Hestenes, Carroll, 231). The idea that it is acceptable to be different should become common knowledge to all students. With t hat knowledge, students can produce the future a better place for everyone. One tangible problem that could be avoided in the future if children are given exposure to disabled children are that people will not be turned down for jobs by non-accepting employers who do not understand the capabilities of some disabled workers. other major benefit that students can gain from being in an inclusion classroom is a heightened self-concept. Larry Daniel and Debra King, writers for the Journal of Educational Outreach believe that it is generally concur that children who have learning problems and/or those who are behaviorally impaired often develop a poor self-concept (Volume 91, Issue 2, 67).One way that students can gain a better self-concept is by learning that all students have strengths and weaknesses in the classroom and that needing help is acceptable. Special needs students will see general education students intercommunicate the teachers and the aids for help and they will realize that everyone needs help at some point (Daniel, King, 68). If a child who is viewed as bright asks a teacher how toread a certain passage, a learning disabled child will tonicity more comfortable with also asking for help with reading. Sometimes when a teacher springs children off with activities where they can not fail, it can build a better self-concept (Daniel, King, 68).For example, a teacher could start off a lesson with a creative activitysuch as drawing what one feels a story is about. Children cannot fail at this activity because it is all based upon their personal feelings. When a child feels good about an activity at which they succeeded, it builds the foundation for the belief that they can succeed at anything if they try. One way to build a childs self-concept that is easy and helpful to the teacher is by assigning small tasks nigh the room. Some such tasks could be watering plants, passing out paper, or travel rapidly small errands. Assigning special tasks makes t hem feel important and enhances self-esteem. (Daniel, King, 68)The way that a teacher talks to a child may either strengthen or weaken a childs self-esteem. When a teacher uses many negative words and speaks loudly to a child in front of classmates that child may feel as if everyone will then make fun of him or her. This in turn makes the child feel poorly and lowers confidence. Wording phrases in a positive way can help to get the message across to the student effectively and well-mannered (Daniel, King, 69). The childs enhanced self respect can die to many juvenile friendships. Also, a refined self-concept develops feelings of empowerment in children. This new feeling can keep up self-confidence and allow the children to be less afraid to try new things.Through the many studies, laws, and the support of the government, inclusion has had a very good effect on society as a whole. Students are learning at a younger age to accept people for who they are while learning reading and writing. They are learningthat everyone is different but everyone is still special and should be current for being themselves. As they grow older inclusion stays beneficial by creating better self-esteem in the students. Ultimately, inclusion is benefiting society more and more every day, creating better and more educated people around the world.Works CitedWhitworth, J. W. A Model for Inclusive Teacher Preparation. Electronic Journal for Inclusive Education 1 (1999). Retrieved April 18. 2007, from http//www.ed.wright.edu16080/prenick/JournalArchives/Winter-1999/whitworth.html.Peck, C .A., Carlson, P., and Helmstetter, E. Parent and Teacher Perceptionsof Outcomes for typically Developing Children Enrolled in Integrated Early Childhood Programs A statewide Survey. Journal of Early Intervention (1992) 53-63.Stout, Katie. Special Education Inclusion. Educational Issues serial publication Wisconsin Education Association (2007). 18 Apr. 2007 .Hestenes, L. L. & Carroll, D. E. (2000) The play interactions of young children with and without disabilities individual and environmental influences, Early Childhood Research Quarterly, 15,229-246.Daniels, Larry G., and Debra A. King. Journal of Educational Outreach 91 (1997) 67-81. 18 Apr. 2007.