Saturday, September 25, 2010

Full Inclusion

“Taking Sides,” Issue number 14 ‘Is Full Inclusion the Least Restrictive Environment?’ reveals different stories about two students who experienced full inclusion.  It was touching to learn about their experiences and how it affected their lives.  One child greatly benefited from full inclusion; she remained in general education classes from kindergarten all the way throughout her college years.  Another student began his educational journey in full inclusion but eventually decided on his own that he would rather be in a special education setting with other students he could relate to.  It was interesting to compare and contrast both stories while recognizing what worked better for each individual student.  It was inspiring to see the first student thrive in general educational courses; she developed meaningful friendships, experienced limitations, and conquered some of her hardships.  Everyone experienced school life within the same setting; she learned from her peers and her peers learned from her.  The second student did well within the general education setting, but never felt this same sense of belonging.  He often gravitated towards students within the special education class every chance he was given.  As he got older, he actually chose to learn in this environment opposed to general education where his parents thought he would have more opportunities. 
How do we determine where a child with disabilities will thrive?  Does it make a difference if a child has cognitive disabilities opposed to physical?
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2 comments:

  1. BrittanySeptember 26, 2010 at 11:42 PM

    Regarding your first question, I honestly have no idea. Clearly, every child is so different, I almost hesitate at the idea that there be any set way to determine this. As for your second question...I think it CAN make a difference. If a physical condition is characterized by severe medical issues and outcomes, education in the gen ed room may not be appropriate for this student. However, I feel like this is probably more an exception than the rule. Inclusion, practiced appropriately, is so important for ALL students. The opportunites for children who don't have disabilities can be just as great for those who do. The social skills that we can cultivate in the inclusive room are so very important, especially in instilling acceptance in our society.

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  2. DebiOctober 3, 2010 at 4:52 PM

    I certainly believe that each student has to be looked at individually to determine if inclusion in the general education class will indeed be a benefit educationally, socially, or both. For some a more functional approach to the curriculum better addresses the needs of some students with more severe disabilities. Students with cognitive disabilities tend to experience a growing gap in the difference in their performance in the general education classes especially as they get to middle and high school. Inclusion in the upper grades has many more challanges in both the educational aspect and the social aspect. I for one believe there is an importance to inclusion but it must really look at what will best meet the needs of all students.

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