Presleigh Keplinger Abbey Christensen Persuasive Speech Outline Specific goal: To persuade my audience that the Inclusion Program

should be implemented in public schools. Thesis Statement: We all have the ability to make conscious efforts to include students with disabilities in the general education classroom and to push for an integrated classroom setting implemented by the Inclusion Program in public schools. I. Introduction A. Attention-getter: B. Motivate the Audience to Listen: Most of us know what it feels like to be left out and know that its not the best feeling. Imagine being separated into your own classroom, away from other students your age, because of something you were born with. The Inclusion Program seeks to get rid of this separation and clear students feelings of being left out. C. Establish Credibility: I am majoring in Special Education and have spent many hours volunteering with Special Education students, as well as interning in their classroom my senior year of high school. I have also written a 10 page research paper about the Inclusion Program in high school so through the extensive research I have done for that, as well as this speech, I feel as though I can adequately present to you why the Inclusion Program is best for public schools. D. Preview Main Points: I will present both the pros and cons of the Inclusion Program, then move you to take action in my final point.

Transition: I will first take my prominent stand about implementing this program, and present to you what the Inclusion Program is and the positives of this program. II. Body A. Point One According the government supported website www.weac.org, Inclusion is a term which expresses commitment to educate each child, to the maximum extent appropriate, in the school and classroom he or she would otherwise attend. It involves bringing the support services to the child (rather than moving the child to the services) and requires only that the child will benefit from being in the class (rather than having to keep up with the other students). In short, it is including students with disabilities in the general education classroom setting with their non-disabled peers.

1. Positive effects of the Inclusion Program on the children with disabilities being included involve many different aspects. a. According authors Bennett, Deluca, and Bruns, improving communication and social skills, reaching goals set by IEP (individualized education program), increasing peer interactions in a positive way, higher self-esteem, improved motivation, and multiple educational outcomes. b. According to an article entitled Inclusive Education Research and Practice, The National Longitudinal Transition Study examined the outcomes of 11,000 students with a range of disabilities and found that more time spent in a general education classroom was positively correlated with fewer absences from school, fewer referrals for disruptive behavior, and better outcomes after high school in the areas of employment and independent living. 2. The children with disabilities, however, are not the only students benefitting from this program. a. According to the same article, inclusion does not compromise general education students outcomes in the classroom. i. They actually benefit from involvement and relationships with students who have disabilities in inclusive settings. ii. The presence of students with disabilities creates a more understanding environment and leads to new learning opportunities for non-disabled students. Transition: Now that you have been exposed to the pros about the Inclusion Program, I will move onto what some educators believe to be negative aspects about this program. B. Point 2 According to the article some people believe that less of the teachers time and attention is available to the general education student in an inclusive classroom setting. 1. According to the article The Effects of Inclusion on General Education Students, author Bruce Pawlowicz states that some people believe that less of the teachers time and attention is available to the general education student in an inclusive classroom setting.

2. Some teachers may also need to work with students at different paces because of the different levels of abilities, making it difficult to work at an appropriate level for all students in the classroom. 3. The final reason why some educators are opposed to the Inclusion Program is because disruptions to the learning environment made by the disabled students also threaten how well the rest of the students learn, as stated by Bruce Pawlwicz in the same article. Transition: Now that I have explained to you the positives and negatives of the Inclusion Program, I will move you to take a stand to side with this beneficial program. C. Point Three 1. By now I am sure you are all wondering how in the world you can even make the slightest difference with this issue. I will tell you just how. a. First, make a conscious effort to include those who appear to be different than you. The slightest way of any form of inclusion amongst peers is a step in the right direction. If we all make an honest effort, teachers and educators can observe how much children with disabilities thrive when included with their nondisabled peers. b. Secondly, if you want to take a more active stand, communicate with the head of the school district. Write a letter or send and email expressing why you think that Inclusion is best. Transition: With the information presented and plans of action I have expressed, I hope that you all will help me in supporting the Inclusion Program. III. Conclusion A. Review Points: No one wants to feel left out in a school setting everyday. The Inclusion Program can help make this issue diminish. B. Closure: If we believe that our students must learn to live in a pluralistic society, then inclusion deserves the extra effort and energy required of us. We all must take a stand to include everyone, no matter what their ability level is.

References Bui, Xuan, Carol Quirk, Selene Almazan, and Michele Valenti. "Inclusive Education Research and Practice." Maryland Coalition for Inclusive Education 1.1 (2010): 1-14. Print. Pawlowicz, Bruce. "The Effects of Inclusion on General Education Students." 1 (2009): 1-28. Print. Wisconsin Education Association Counsil. NEA, 2014. Web. 2 Apr. 2014.