All students deserve the right to an education, says john beckius. He says making special education inclusion the exception rather than the rule can positively affect the education of all students involved. Students who are affected most deeply an emotional or neurological disorder lack social skills necessary to function successfully in a regular education setting, he says.
All students deserve the right to an education, says john beckius. He says making special education inclusion the exception rather than the rule can positively affect the education of all students involved. Students who are affected most deeply an emotional or neurological disorder lack social skills necessary to function successfully in a regular education setting, he says.
All students deserve the right to an education, says john beckius. He says making special education inclusion the exception rather than the rule can positively affect the education of all students involved. Students who are affected most deeply an emotional or neurological disorder lack social skills necessary to function successfully in a regular education setting, he says.
All students deserve the right to an education. All master teachers strive to ensure every one of their students attain an education. There are different styles of teaching, and there are different styles of learners. There are types of learners who make it near impossible for other students to attain an education. These types of learners may have neurological disorders, emotional disorders, cognitive limitations, or some type of sensory loss. With this variety of learning challenges and opportunities, it can be very hard for teachers to confirm that their students get the same education. Do all students deserve the right to the same education, in the same room at the same time? Does Special Education Inclusion help individual students or harm whole group learning? Making special education inclusion the exception rather than the rule can positively affect the education of all students involved. Since the passing of the Individuals with Disabilities Act of 1997 (IDEA), the goal of classrooms shifted to one of acceptance and community. Of making certain all students were treated fairly. Treated fairly in the sense not that every student was treated the same, but that every students was given the tools and accommodations they needed to be successful. This represented a major positive change for an extremely large portion of the nation's learners. This shift in education meant that students with physical, mental, or neurological differences were finally able to receive the same education, in the same setting and at the same pace as their regular education counterparts. However, this also meant that students who suffered from emotional disorders who required separation from the rest of the class due to severely challenging behaviors. A child demonstrating an outburst behavior can interrupt a lesson for an extended period of time, causing off task behavior of regular education students. These outburst behaviors, for the most part, are chronic behaviors. These are not anomalies. These are daily. The
HOW A TEACHER FEELS ABOUT INCLUSION
students who are affected most deeply an emotional or neurological disorder lack social skills necessary to function successfully in a regular education setting (Gal, E., Schreur, N., & EngelYeger, B., 2010). The number of students in the classroom, the number of assistants in the classroom, the current workload of the students and the teacher, and even the budget of the school contribute to the success of the individual learner (Gal, et. all, 2010). The environment plays an extraordinary part in the success of learners. The relationship between students and students, students and teacher, and teacher and students cannot be understated either. Some students require bright lights. Some students need to filter the light through colored plastic overlays. Some students require space enough for a wheelchair or walker. Still others with sensory loss require the amplified voice of the instructor, while others require total silence in order to absorb a lesson. Some learners require other learners within close proximity. Some learners are quite literally a threat to the safety of other learners withing close proximity. Some learners are wonderful contributing members of the classroom community for most of the day, but can be easily set off on a disruptive outburst. Every single one of these learners deserve an education by a skilled, caring, master teacher (Gal, et. all, 2010). There are several accommodations that students with challenges to their learning require to ensure their success in the classroom. A student with a neurological, cognitive, or emotional disorder may require extra time on an assignment, small group instruction or assessment, manipulatives, and adaptation to the assessments. And although students with neurological, cognitive, or emotional disorders are perceived as more of a behavior challenge than students with sensory loss, accommodations for students suffering sensory loss are mostly environmental
HOW A TEACHER FEELS ABOUT INCLUSION
(Gal, et. all, 2010). Children with learning disabilities are three times more likely to suffer from emotional disorders and behavior problems than children without learning disabilities (Gal, et. all, 2010).These emotional problems can be detrimental to the learning environment. A student having an emotional outburst deserves to have the time and space to let his or her emotions out. Meanwhile, the rest of the students in the classroom deserve to have their learning uninterrupted. A student with a behavioral problem deserves to have the security of a full time teacher always within close proximity to ensure positive behavior choices. A student with a learning disability deserves instruction on their level at the pace in which they can succeed. A student with sensory loss deserves the special attention to environment and instruction that they require. Any combination of these students can be demanding to the time and attention that a teacher must give to provide each and every student an education. Studies from the time that IDEA was enacted indicate that children who are perceived less demanding in terms of teachers input are generally viewed more positively as candidates for inclusion (Gal, et. all, 2010). It has been noted that an inclusion classroom, or the least restrictive environment has been selected for students with cognitive limitations and sensory loss. Students with severe emotional disorders or autism (Gal, et. all, 2010). Because the outbursts caused by the disorders these students suffer from have the ability to cause interruptions in the learning of peer students, it is better to be fair and give every student the same right to an education. This may mean that the students are not in the same room. Because of that separation, students who would otherwise be distracted for extended periods of time witnessing a disturbing emotional outburst can experience an uninterrupted lesson and
HOW A TEACHER FEELS ABOUT INCLUSION
enjoy all of he special accommodations they require to be a success.
HOW A TEACHER FEELS ABOUT INCLUSION
References Gal, E., Schreur, N., & Engel-Yeger, B. (2010). Inclusion of Children with Disabilities: Teachers' Attitudes and Requirements for Environmental Accommodations. International Journal Of Special Education, 25(2), 89-99.
Emotional and behavioral problems and academic achievement impact of demographic and intellectual ability among early adolescent students of government and private schools