Inclusion improves learning and academic performance for all students. Children also have an opportunity to learn to accept individual differences and overcome misconceptions about disabilities.
There should be appropriate supports and services available in general education classes for students with special needs so they can be educated in classrooms alongside students without disabilities. Inclusion provides opportunities for socialization and friendships to develop. It provides a sense of belonging and appropriate modeling of social, behavioral, and academic skills. Students without disabilities can also learn from students with special needs. Together, students will learn that everyone has difficulty in certain areas and it is important to be understanding and accepting to these differences. IDEA mandates that not only should individuals with disabilities be provided a public education, they also should have the right to learn in the least restrictive environment. Some practices that promote inclusion are well-designed individualized education programs, teacher preparation, and consideration of students with disabilities in decisions that affect all students.
There have also been some common barriers to effective inclusion practices. Funding is used as a reason for not identifying and appropriately supporting a student’s needs. There is often a separation between general and special education systems. When students with special needs unite in a general education class, there is a fear that general education classrooms will be disrupted if students with disabilities are included. There is often low or no exceptions for students with disabilities. Research indicates there are negative effects on achievement results for students who are “expected” to fail or not do well. All children deserve to be held to a high standard. Educators should celebrate what students can do and be encouraging to tasks that are more difficult.
If something is offered to all children, it must be accessible to all children. I do not personally feel like full inclusion is beneficial on a large scale, but I do favor the least restrictive environment, which is often accomplished through inclusion efforts.
I totally agree that full inclusion for all students is not necessarily the answer, but that putting children in the least restrictive environment is beneficial to them. I've talked to people not in the special ed field, and there is that fear out there, and the desire by some to keep students with disabilities separate, which is sad. I think that's another benefit of inclusion, in that it helps to erase such viewpoints and provide a greater opportunity for others to interact with and learn from students with disabilities.
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