Effective Schools Are Inclusive Schools - Essay Example

Effective Schools are Inclusive Schools Introduction There have been significant changes in the quality and standard of education these days and there are also a variety of education styles that have been developed over the past few years that cater to every situation. One of these techniques is inclusion, best described as the incorporation or integration of students with disabilities in a normal classroom (Bowe, 2005). These physical and mental disabilities or handicaps includes "autism, deaf-blindness, deafness, hearing impairment, mental retardation, multiple disabilities, orthopedic impairment, other health impairment, serious emotional disturbance, special learning disability, speech or language impairment, traumatic brain injury, and visual impairment" ("Inclusion", 2006). Normally, a disabled child is sent into a school specifically designed for them or their parents may opt to hire a private tutor that will facilitate the child's education. This is not the case for inclusion. In theory, inclusion states that all student are part of a so-called school society and that students regardless of their physical or mental limitations are entitled to the same level of education that a normal child experiences and that disabled children must develop a sense of belonging with other children, his or her teachers and other school personnel regardless of his or her condition. The concept of inclusion was much well accepted that it gave rise to IDEA in 1997. IDEA is actually an acronym that stands for Individuals with Disabilities Education Act, and it states that schools should provide the necessary tools and techniques necessary to facilitate the learning process of children with disabilities given a normal classroom environment ("Inclusion, 2006; Department of Special Education, 2006). Thus far, inclusion has been well received and is also said to be quite effective even for those suffering from autism. However, inclusion has been proven to have high maintenance costs, though these costs can be justified by its effectivity as some experts claim. But in any case, inclusion provides what every child (whether normal or disabled) needs in a proper learning environment: a sense of belongingness as well as a group of friends that are willing to accept him or her despite his or her disabilities. Furthermore, inclusion provides disabled children a number of benefits that were previously unavailable to them such as housing and healthcare (Harchick, 2005). The Definition of Inclusion Inclusion is a teaching method in which children with physical or mental disabilities are integrated in a normal classroom occupied by normal students. It is intentionally constructed to fill in the needs of disabled students ("Inclusion", 2006). Foreign languages for example, are taught using a variety of activities facilitated by educators and specialists which guide both normal and disabled students through the whole learning process. A typical class in an inclusive school appears to be a normal classroom except that there are times that the class may be a little noisier than usual but this is all part of promoting creativity, resourcefulness and productivity among students (Department of Special Education, 2006). Some experts divide into two more categories: partial and full inclusion. Technically, partial inclusion states that a disabled child needs only to be in the classroom for about two-thirds of the total number of school days. In full inclusion, the disabled child is required to attend all of his or her schooldays in the classroom ("Inclusion", 2006) An inclusive school also discourages competition among its students and it is though of to be student centred. Students are also encouraged to set up their own rules and policies and in turn everyone is expected to abide by it, in effect an inclusive school teaches a student how to become a functional and beneficial part of society (Department of Special Education, 2006). Recent Studies about Inclusion The core concept behind inclusion that students who have been exposed in an inclusive environment are assumed that they can interact and work well with other people from different races, religions, aspirations and even disabilities. This will enable both normal and disabled students alike to develop an affinity for the environment in which they will live and work in the future which is filled with people coming from all sort of creed, religion and colour. Inclusion focuses mainly not only on the mental development of a child but also his or her social development in relation to the community. This method involves a lot of interaction from the parents, the community and the students themselves. There are a number of teachers who use this method which claim that both they and the students have become better community members since they applied the said method in their classrooms ("Inclusion", 2006). Another good thing about inclusion is that it helps disabled students to go on with their normal physical therapy sessions which mean that the students are not expected to be physically present in the classroom all the time. Some schools require that a disabled student to attend around two-thirds of his or her total schooldays in school, thus giving time for treatment and therapy. In the case of languages learning sessions, students afflicted with speech impairments or language learning disabilities may take these therapy sessions to correct their speech through oral treatment procedures (Bowe, 2005). One of the established acts concerning inclusion is the IDEA or Individuals with Disabilities Education Act established in 1975. Its latest revision was done in 1997 and it has been since regarded as a benchmark for other inclusion laws. This revision stated that all classrooms (or schools for that matter) should be suitably equipped with the latest tools, methods and other services that a disabled child needs or will need to facilitate his or her education alongside a normal learning environment and interacting with normal children. These facilities include proper modes of transportation, access to facilities and other services and materials necessary for his or her educational advancement (Etscheidt & Bartlett, 1999). In legal terms, IDEA created guidelines that promote social interaction between able and disabled children within a normal environment. It laid ground for equal rights and opportunities for disabled children, and it discourages special education, separate schooling or removal of children with special needs in normal environments. The removal of a child with disabilities is also done as a last resort and is done only when satisfactory results are not achieved even though the appropriate method, materials and services were administered (Department of Special Education, 2006) There is substantial evidence that point out that students with disabilities who are constantly exposed to inclusion improved their test scores as well as exhibiting an increase in their social and communication skills. Furthermore, students exposed to inclusion are more likely to develop their interpersonal skills further and are more likely to participate to participate in extracurricular activities compared to those who are not exposed to inclusive education. Inclusion is also observed to have increased student interest in the environment they live in (Power-deFur and Orelove, 1997). A study in 1999 revels that classes which involve a significant number of activities requiring group work increased the achievement ratings of both normal and disabled students in an inclusive school. This method is commonly known as "cluster grouping", a method that enables teachers to focus on the different needs of each student thereby narrowing the competition in their classrooms thereby benefiting both students and teachers alike. It is also worthy to note that "cluster grouping" can also be done in non-inclusive environments (Gentry, 1999). Price et al's (2001) manuscript entitled Collaborative Teaching: Special Education for Inclusive Classrooms details how the technique called Collaborative Teaching can be incorporated to facilitate not just foreign language teaching in inclusive schools. In particular, Chapter 7: Elementary Programming lays out specific learning tools such as MAPS (Making Action Plans) and COACH (Choosing Options and Accommodations for Children) for the educator's use in the classroom. These tools along with the collaborative efforts of parents, peers and the class itself dramatically increases the effectivity of inclusion methods used in the classroom as well as improving the social development of the children involved. Recent Research about Inclusion Statistics show that about 90% of children with speech or language disabilities are enrolled in inclusive schools. Figures also indicate that about 29% of autistic children are enrolled in inclusive schools (IDEAdata.org, 2006). These figures alone suggest that inclusive schools are quite adequate in dealing with the education of disabled students particularly in speech and language subjects. One possible explanation why inclusive schools are said to be effective is because of the fact that each family member, teachers, physical and occupational therapists and medical staff should work together in order to give each special child the education that he or she deserves. In the case of teaching a foreign language to disabled primary level pupils for example, specialists such as speech and language pathologists play a big role in this area. These specialists work on varying levels of speech impairment from simple disorders to something challenging like autism. The school on the other hand supports these specialists by providing them with the proper equipment and immersing them with the latest teaching methods to increase the effectivity of the learning process. In addition, as the disabled child progresses, he or she can practice his or her language and communications skills by interacting with his or her classmates and other members of society (Turnbull et al, 2004). Support for the dissemination of inclusion to all schools is very evident. Groups such as the Alliance for Inclusive Education are made of individuals, families and sub-groups that adhere to inclusion. Their cause is focused on the premise that each and every child in the world has the right to proper education (The Alliance for Inclusive Education, n.d.). Thompson et al (2002) on the other hand tries to help promote social development in the inclusive classroom by first assessing the level of social development in the classroom. More methods and materials are then provided for the promotion of social development in the classroom thus creating a wholesome and enjoyable learning environment for the children. Inclusion as Related to Learning Foreign Languages Learning a language whether foreign or native is one of the major subjects taught in any school alongside Mathematics and Science. In learning foreign languages in an inclusive classroom the following principles are taken into consideration: The first principle states that every child has a right to proper education based on the concept of equal opportunity. This means that disability is of no consequence and that a disabled child can still be integrated in a normal learning environment given the proper facilities and equipment ("Inclusive classroom", 2006). The next principle states that no child shall be excluded or discriminated based on his or her race, colour, sex, language, religion, political or other opinion, national, ethnic or social origin, disability, birth, poverty or other factor. The aforementioned factors are believed to have no effect on the ability of the child to learn a new language or any subject for that matter. This principle works in conjunction with the next principle which states that all children can learn and benefit from education ("Inclusive classroom", 2006). The fourth principle states that the school must be the one that will adapt to the children's needs rather than the other way around while the fifth principle indicates that children's views must be taken into serious consideration. These two principles clearly show how inclusion is centred towards the students. Applying the fourth principle for example to the teaching of foreign languages to autistics, it is obvious that conventional teaching methods will not be quite effective thus the teacher or specialist will have to adjust to the student by applying activities and methods as prescribed by inclusion. Meanwhile, opinions are very important in foreign language classes, thus a teacher in an inclusive classroom must encourage freedom of expression (through the use of the foreign language) among the students to make it easier for them to learn the language ("Inclusive classroom", 2006). The sixth states that the differences among the students are to be considered as a form of diversity and should not be viewed as a problem while the seventh principle states that the pace of student shall be dealt with through a variety of methods and solutions. The last two principles suggest that diversity is an advantage in learning. In learning foreign languages for example, if the class contains at least one student that speaks the language that everybody is trying to learn about then the teacher should promote interaction of the said student within the class thereby speeding up the learning process ("Inclusive classroom", 2006). Teaching a foreign language in an inclusive primary school is not different from teaching it in a normal primary as suggested by Dr. Christopher Kliewer. Dr. Kliewer presented a general outline regarding this matter, among which he states that inclusive teaching is a lot like normal teaching. The only significant differences is that in inclusive teaching, students are made to realize that they carry in themselves their educational obligation and that they are allowed to visualize and influence the construction of their ideal learning environment where they will have to establish their own policies and plans. The students are also encouraged to relate their daily interactions and stories to their language learning sessions thus enabling them to practice their newfound language among their peers and the people around them. The teacher's role on the other involves not just the administration of language worksheets and activities but they must also create a wholesome and interesting environment for the students to interact in. Teachers must also emphasize not only the essence and importance of learning a new language; they must also integrate values and proper conduct in their lessons (Department of Special Education, 2006). With values integration, a teacher can then establish concepts relating to the behaviour of the students in class. One thing that teachers should remember is that bad attitude is not the only problem that can be encountered in a classroom and that the teacher should not always resort to punishment to instil discipline in the class. Respect for one another should be duly practiced and promoted among the students. With this, both the teacher and student should come up with a sound language learning program which is not just functional and practical but can also be integrated into the class' daily activities. A conducive and wholesome environment is also critical in establishing an inclusive school for the students to facilitate conversation and expression using the language that the students are supposed to learn in a particular class. It should also be noted that teachers are not supposed to be authoritarian given this scenario and that opinions from students and teachers as well as those from the parents and the teacher's peers should be expressed freely whether delivered in the language learned in class or in the speaker's preferred language. This should not only apply to teaching language but any other subject in particular such as math, science and music (Department of Special Education, 2006). Behavioural problems are unavoidable though there are techniques that can be applied to arrive at a plausible solution for these kinds of problems. These techniques include peer teaching, group studies, team teaching and reverse education. These techniques have been around for quite some time now and it is expected that these techniques can provide ways for the class to work and/or study together though it can also be expected that not all students in a particular inclusive class will do the same thing (Department of Special Education, 2006). Further Analysis Before the concept of IDEA has been established, the term used for introducing disabled children in a normal learning environment is 'mainstreaming'. In a sense the term 'mainstreaming' is not synonymous to inclusion because although handicapped students were placed in a normal environment, they are still not allowed to or they were given very little contact with normal children. Interactions between normal and handicapped students are also often limited to non-academic subjects such as art class, music and physical education. Mainstreaming was not well received by parents and educators because for one thing, it limited their children's exposure to a normal learning environment ("Mainstreaming", 2006) In the 1980's, a new movement called the Regular Education Initiative (REI) which resulted from the outcries of teachers and parents who were not satisfied with mainstreaming. Debates ensued from the establishment of REI among the issues discussed were the lack of support and interaction that the old mainstreaming system provides to the students. Among the heavily debated issues in mainstreaming were the separation of the disabled child from the rest of the class and the issue of 'pull-outs' wherein a disabled child is forcibly pulled out of the normal learning environment all because he or she has some sort of disability. Ultimately, the results of these debates formed the principle of inclusion present today (Turnbull et al, 2004). Another issue surrounding inclusion is the availability of the materials and methods of teaching. Most public schools do not have the necessary equipment and or personnel to handle special situations. Inclusion is strictly done in a case to case basis and that it should be me within the long-term rather than the short term (Harchick, 2005) Another consideration about inclusion is the cost that it entails. Some critics of the system agree that in order for inclusion to be successful, a high budget must be able to support it. Although the relation between budget and effectivity is fiercely debated, the success of inclusion in most schools is evidence enough that costs does not matter as long as the handicapped child improves his social, mental and interpersonal development (Harchick, 2005) Conclusion The methods of teaching in an inclusive classroom are no guarantee that the students will be able improves especially if the student is afflicted with mental illness. Though this is the case, the claims of inclusion having been able to solve most of the problems related to it, it can be said that inclusion is an effective method in teaching foreign languages and other major subjects to handicapped/disabled students. Money spent on inclusion merely becomes an object given the high praises and excellent testimonials about the benefits of inclusion. Eventually, in the future educators are looking forward to the time that each and every student is satisfied with their status in the classroom through the use inclusion. So in conclusion, Inclusion thus far is a highly effective method of teaching despite the prohibitive cost and issues behind it. References List Bowe, Frank. (2005). Making Inclusion Work. Merrill Education/Prentice Hall. "Content / Bahavior Strategies" 2006. Department of Special Education, University of Northern Iowa. Available from http://www.uni.edu/coe/inclusion/ Strategies/content_behavior.html [Accessed Oct 13, 2006] Etscheidt, Susan K. and Larry Bartlett 1999. "The IDEA Amendments: A Four-Step Approach for Determining Supplementary Aids and Services" Available from http://www.questia.com/PM.qsta=o&d=5001230705&er=deny [Accessed Oct 13, 2006] Gentry, Marcia; Owen, Steven V. 1999. An Investigation of the Effects of Total School Flexible Cluster Grouping on Identification, Achievement, and Classroom Practices. Gifted Child Quarterly; v43 n4 p224-43 Fall [Accessed Oct 13, 2006] Harchik, Alan. 2005. Including Children with Special Needs in Regular Classrooms: Pros & Cons. News For Parents.org. Available from http://www.newsforparents. org/experts_inclusion_pros_cons.html [Accessed Oct 13, 2006] IDEAdata.org, 2006 "Welcome to the IDEA data web site"Available from https://www.ideadata.org/index.html "Inclusion" 2006. Department of Special Education, University of Northern Iowa. Available from http://www.uni.edu/coe/inclusion/ [Accessed Oct 13, 2006] "Inclusion" 2006. Wikipedia. Available from http://en.wikipedia.org/wiki/Inclusion_%28education%29 [Accessed Oct 13, 2006] "Inclusive Classroom" 2006. Wikipedia. Available from http://en.wikipedia.org/wiki/Inclusive_classroom [Accessed Oct 13, 2006] "Legal Requirements/Court Cases" 2006. Department of Special Education, University of Northern Iowa. Available from http://www.uni.edu/coe/inclusion/ legal/index.html [Accessed Oct 13, 2006] "Mainstreaming" 2006. Wikipedia. Available from http://en.wikipedia.org/wiki/Mainstreaming_in_education [Accessed Oct 13, 2006] Power-deFur and Orelove. 1997. Inclusive Education: Practical Implementation of the Least Restrictive Environment. Aspen Publishers, Inc. Price, Barrie Jo, Phyllis K. Mayfield, Anna McFadden and George Marsh II (2001). Collaborative Teaching: Special Education for Collaborative Classrooms. Parrot Publishing L.L.C. Available from http://www.parrotpublishing.com/ [Accessed Oct 13, 2006] The Alliance for Inclusive Education. n.d. Available from http://www.allfie.org.uk/index.html [Accessed Oct 13, 2006] Thompson, B., Wickham, D., Wegner, J., Ault, M. M., Shanks, P., & Reinertson, B. 2003. A Circle of inclusion: Facilitating the Inclusion of Young Children with Severe Disabilities in Mainstream Early Childhood Education Programs. Available from http://www.circleofinclusion.org/english/guidelines/modulefour/social/socialskills.html[Accessed Oct 13, 2006] Turnbull, R., Turnbull, A, Shank, M & Smith, S. J (2004). Exceptional Lives: Special Education in Today's Schools, 4th Edition. Merrill Publishing, Prentice Hall. "What Does An Inclusive Classroom Look Like" 2006. Department of Special Education, University of Northern Iowa. Available from http://www.uni.edu/ coe/inclusion/strategies/inclusive_classroom.html [Accessed Oct 13, 2006] Read More