Inclusion Not Always The Answer Essay

1203 words - 5 pages

In 2004 the federal government reauthorized the Individuals with Disabilities Education Act or (IDEA), which was originally established in 1975. Under the legislation, all students, including those with mental, physical and emotional disabilities, are entitled to a free and appropriate public education (“Education Commission of the States”, 2013). Since the implementation of the act many issues have arisen concerning special education programs in America’s public schools. One of the most important issues in special education is segregation. Segregation is the separation of individuals or groups of children (Reynolds, 1962). Many people argue that it is best for students with disabilities, special needs, and/or disadvantages to be taught in separate environments than “regular” or “gifted” students, while some say that the separation is holding these children back.
There are a variety of programs that comprise special education and they vary `based on the needs of individual children, and the type of school itself. There are four main types of special education classrooms, and each has its supporters and critics, but all that matters is what makes the most sense for each child, because every child is different. There are inclusion classes, resource rooms, self-contained classes, and out of district placements. Many teachers and parents of special ed. students debate over the effectiveness of these different types of classrooms, especially between inclusive and self-contained classrooms.
Upon first glance an inclusion classroom may seem to be the same as a regular education classroom, but there are some significant differences. Normally a regular education teacher and a special education teacher who work together teach the inclusion classroom, and the children who need the extra help are given an individual education plan, or an IEP, although it is unknown to the students who has an IEP and who doesn’t. The inclusions classroom helps special needs students, such as those with dyslexia, ADHD, or mild forms of autism, who have an IEP to learn alongside non-disabled students. This helps special education students get an ensured higher quality of education, and develop better socialization skills. An inclusion classroom can benefit everyone including regular students who learn to understand and accept differences, and those students who struggle, but do not qualify for Special Education services. While inclusion is a great place for many students, not all students learn best in this environment. There are students who need more individualized instruction at a much slower pace and there are students who do not do well with the distractions in a regular classroom environment (The Benefits of an Inclusion Classroom, 2008).
Sometimes there are special education students who need more than help than can be given in an inclusion classroom, and these are often children who have more severe special needs, such as autism, emotional disturbances, severe...

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