The education of children with special need has been carried out in a designated classroom or by inclusion into a general classroom. Inclusion has been defined as "the placement and education of students with disabilities in general education classrooms with students of the same age who do not have disabilities"(Reynolds 928). Debate about inclusion or separate classrooms for children with disabilities has been a topic of discussion in the educational school setting for decades. The viewpoint of inclusion is special-need students, teachers, and non-disabled students will do better academically and socially in a classroom setting benefiting all from the experience they would get from being around each other. However, inclusion of special-need students does not work in a school setting.
Inclusion will negatively affect the teacher’s ability to teach in a classroom. Communication for teachers is difficult when instructing the students. Never having to have dealt with special-need students before, teachers do not know how to interact with them to make them feel welcomed or wanted in the classroom. Teachers who are the key factor for making students feel wanted in the classroom "were observed having limited interactions" when interaction is compared between special-need students and non-disabled peers (Brynes 238). It is hard for teachers to give the proper communication in the classroom that students need if the educator cannot make the classroom unrestricted. Teachers were frustrated when students with disabilities could not communicate to them successfully; they consider social skills to be important. Social skills were "the most exhibited behavior towards students with special needs" that had "disapproval" from the teachers (Sazak-Pinar 553). The special-need child will not be included in the classrooms vocally by the teachers even if they are there physically.
Teachers will not be able to address each student's need adequately affecting the education of disabled children. Teachers did not learn in their degree the proper method for teaching students with disabilities in an inclusive classroom. Forlin and Chambers's "research reveals that school staff believe [believes] that they are under-prepared to deal with students with special needs" (McGhie-Richmond 201). How to educate and how to correctly instruct would be very difficult for educators in the current school system. In a classroom with special-need children included, any kind of teacher would "lack the repertoire of strategies and resources required to support individuals with disabilities"(Casale-Giannola 32). Teachers are not prepared to educate children with special-need, because they have not been trained to know how to teach students in a way that they could understand. The effect of this will be animosity between the disabled students and the teacher which affects the teaching in the classroom.
Inclusion will negatively affect regular students. Regular students would have...