In every school, there are a wide variety of diversities spread throughout the classrooms; many children have disabilities learning, and the disability itself varies, whether it may be affecting their reading, writing, listening, or learning in general, but should these students be put into the same classroom as the average students? Since some of these disabilities are present, their learning process can be effected, therefore teacher must be knowledgeable on how to handle and teach these students effectives. There are also children that are handicapped, which is easily confused as being the same as disabled. The textbook Becoming a Teacher reveals “A disability…results from a loss of physical functioning (e.g., loss of sight, hearing, mobility) or from difficulty in learning and social adjustment that significantly interferes with normal growth and development. A handicap is a limitation imposed on the individual by environmental demands and is related to the individual’s ability to adapt or adjust to those demands (Harman, Drew, and Egan 1999,3)” (204).
Since these students with learning disabilities have difficulty learning the same way that average students do, the teacher must find a way to teach both effectively, but not to lead ahead of the disabled or fall behind with the average student. Due to these challenges, the question of inclusion has been made noted in the public’s eye and the school systems attention. According to the article “Education, Inclusion and Individual Differences: Recognizing and Resolving Dilemmas”, Low (1997) makes a point in saying there are three different titles of inclusion. Hard inclusion is everything is being taking care of as part of the “social arrangements”, and this is typically includes all diversity. Soft Inclusion is matters are to be dealt with “in the mainstream with special support and provision arrangements” (484). The education systems that have this usually have support systems and different setting than the hard inclusion school systems. The last inclusion type is stupid inclusion, which acknowledges the fact they need special support, but they do not want to label themselves from other schools. Inclusion all depends on which students are at what school system, and what that school system’s view on inclusion is.
The article shows that over the years, there is slow decline on the amount of students in schools, and there is consideration of special provision to identify inclusion. The question is being asked in schools “whether to identify individual children as having SEN (special educational needs) or a disability in the first place, what children should learn – the curriculum, and were children should learn and with whom” (497). Basically, the systems are trying to figure out if they should include the students in regular classes or take them separately into other learning environments.
If schools were to actually consider separating the children from classes and learning the...