Doe 1
Jane Doe
Mr. Brown
English 12
March 13, 2012
Inclusion of Students with Disabilities
How would a parent feel if they had a child who didn’t fit in and he or she was not
allowed in a regular classroom setting because he or she is different? This takes place in many
schools and many people are not aware of the issue. This issue is about the lack of inclusion.
Inclusion is when a student with a disability is included in everyday activities in the regular
classroom setting. “Inclusion is being part of what everyone else is, being welcomed and
embraced as a member who belongs” (Tomko). The law states that inclusion should be
determined by an IEP (“Inclusion: Pros and Cons”). An IEP stands for Individualized Education
Plan. This means that for each child there will be a separate plan for the child with a disability to
determine whether or not that child can be in a “regular” class or not. The children with
disabilities can have any amount of “regular” classes; they do not have to be in all of one type of
classes. Having an IEP definitely specializes for the child and identify with each Childs
disability. Some people are against inclusion for various reasons. Some say that the child with
disabilities might not learn as much information as they would in a special education classroom
setting. Some parents might think their child will be teased and picked on by the “regular”
students in the classroom. Despite opposition, the education of special needs children would
benefit from inclusion.
The history of inclusion starts with the federal IDEA act. IDEA stands for the
Individuals with Disabilities Education Act. IDEA was started in 1975. IDEA states that students
Doe 2
with disabilities can be taught with students who do not have a disability to the greatest extent
possible, depending on the disability. Students that get placed in a regular classroom and cannot
comprehend the work that is being taught or do not feel comfortable should have a choice to be
put in a special needs classroom. IDEA was amended in 1997 and 2004 (“Making it Work”).
The amendment moved children with disabilities from special education classes into a regular
classroom setting (“Making it Work”). In 2004, the law amended that the kids with disabilities
be taught in a least restrictive environment appropriate. This means that if a child is placed in a
regular classroom setting he/she has to be in a class that meets the child’s disabilities (“Inclusion:
Pros and Cons”).
There are many types of disabilities that someone can have. Someone can have a physical
disability. Being physically disabled means a person who cannot do their everyday activities
without help (“Physical Disabilities”). Someone who is physically disabled might not be able to
hold a pencil so they might need someone to help them. They also may only be able to sit in a
wheelchair but might completely understand what the teacher is teaching. Being physically
disabled is not only about being in a wheelchair. There are disabilities like cerebral palsy and
multiple sclerosis that can keep a child out of a regular classroom setting, but they can
completely understand what is being taught (“Physical Disabilities”).
Some people can also have a mental disability. Having a mental disability is when
someone doesn’t comprehend information such as remembering, learning, and concentrating
during everyday activities (“Psychological Disabilities”). Being in a regular classroom setting
can be challenging for a child with disabilities. Someone who is mentally disabled might not be
able to comprehend everything the teacher is teaching, but they might still be able to gain
Doe 3
knowledge on the subject being taught. Having a mental disability does not seclude him/her
from being in a regular classroom setting (“Psychological Disabilities”).
An argument against inclusion is that not all teachers are qualified or comfortable
teaching students with disabilities. Some people feel that teachers that teach disabled children
should have qualifications (Mineo). Teachers that do not have a degree in teaching kids with
disabilities shouldn’t be able to teach them. A really good teacher should be able to teach
students of all kinds (“Making it Work”). Some teachers agree with inclusion and some teachers
disagree with inclusion. Inclusion from a teacher’s point of view is having the ability to teach
every child individually (“Inclusion: Pros and Cons”). The mother of a disabled child believes
that all teachers can teach disabled children (Pugh). While some special education teachers
believe that teachers teaching special education should have some type of qualification (Mineo).
Being in a regular classroom setting sometimes may not be the best academically for the
child with disabilities, or the other students in the class. Having a large number of special
education students in a class can bring the learning level of the class down. Some parents are
afraid that if there is a child with disabilities in a classroom with their “regular” child that there
will not be enough time spent with the students who do not have disabilities (Georgi). Sometimes
the teacher has to spend extra time with the disabled child and this can take the focus off of the
other students who need help as well. The child with disabilities might also be a distraction, such
as not being able to sit still or not being able to keep quiet. Some students might not know how
to handle the child with disabilities in their classroom. The students might start to call the child
with disabilities names and pick with them. They might not want to sit by the disabled child or
want to be in the same room as them (Pugh).
Doe 4
However, there are many positive aspects of inclusion. Many parents think that inclusion
will benefit their child (Pugh). Being in the same classroom as “regular” kids will help the child
with his/her social skills. Giving them a chance to be in a regular classroom setting gives the
child with disabilities time to interact with their peers (Perles). Some say that if you can teach
one child something then you should be able to teach someone else the same thing regardless of
the disability (Pugh). This will also teach the “regular” kids to accept people from all different
walks of life. Being with “regular” students allows the child with disabilities to get ready for the
real world. If the child can sit in a regular classroom without being a distraction, he/she should
have the choice to be in regular classes or pull out classes. As long as the child is not bringing
down the learning level of the class then he/she should be included without a problem. If the
child with disabilities can comprehend what the teacher is teaching, than this is another big key
in why being in a regular classroom setting will be beneficial for the child. Some parents are
afraid that if there is a child with disabilities in a classroom with their “regular” child that there
won’t be enough time spent with the students who do not have disabilities (Georgi). The good
part about a regular classroom setting is that if someone is having trouble with a subject than the
other students can help them, if the teacher is busy.
Being in a regular classroom setting is good socially for a child with a disability. Being
in a regular classroom setting could teach students that everyone is not all the same. Having a
child with disabilities in a regular classroom setting can push the child with a disability to work
harder (Perles). The students with disabilities can build friendships will their peers who do not
have a disability. They can gain self-confidence and it can also help them learn to accept their
disability. As well as gaining confidence this can teach them how to do stuff more
independently. Having this skill can make it easier for them when they go out into the real
Doe 5
world by themselves. This can also prepare them to accomplish their goals without the help or
need of other people (“Making it Work”). Being in a regular classroom setting is the best thing
for a child with disabilities.
Inclusion is more beneficial for the child than all special education classes. Despite what
people may think, having kids with disabilities in a regular classroom setting with benefit them.
Why would people want to segregate students with disabilities from their peers? This brings light
to a situation that is well known but there is not enough people standing up for the issue. This
situation really hits home to me and many other people who have disabled siblings or children
and even cousins. Why would teachers want them to become socially unable to choose whether
or not they want to be with their peers or not? Teachers may come across many obstacles by
having students with disabilities in a regular classroom, as stated above; if the child can get
through these things in the classroom then he/she will be able to get through many harder things
in the “real” world. Having a child with disabilities in a regular classroom setting prepares the
child for what the world has to offer good and bad. Look at me, for instance. I am physically
disabled, so does that mean that I should be put in pull out classes or segregated from my peers,
when I can completely comprehend what the teacher has to teach me? This goes the same for
people with mental disabilities. Just because they might not learn as fast as someone their age or
in the same grade as them does not mean that they cannot learn the same types of subjects. This
controversy is such a big deal because this is something that gets swept under the rug all the time
and people don’t understand how this affects the people with disabilities or their parents. No one
deserves to be treated like an outcast, especially when it’s something that the child cannot
control. If all children with disabilities were included in a regular classroom setting, then fewer
disabled kids would be picked on. The “regular” students wouldn’t think of students with
Doe 6
disabilities as someone different because they would have been in the same classes as them their
whole school education. Socially, being included in a regular classroom setting would give the
disabled child a better understanding of how the real world will be. They will accept their
disability better and won’t be ashamed or try to hide it. Who are we to tell someone that they
can’t be taught with their peers? Who are we to not include a child in a regular classroom setting
just because he/she can’t walk or talk?
Doe 7
Works Cited
Georgi, Renee. ”In the End, Don’t We All Have Special Needs?” Pittsburgh Post-Gazette. PostGazette, 28 May 2010, Web. 10 Oct. 2011.
“Inclusion: Pros and Cons.” SEDL Southwest Educational Development Laboratory . SEDL,
2011. Web. 7
Oct.2011.
“Making it Work.” Educationworld.com. Education World Inc., 1996. Web. 31 Oct. 2011.
Mineo, Marcia. Personal Interview. 11 Oct. 2011.
Perles, Keren.”Inclusion for Special Education Advancing and Benefits.” Bright Hub. Bright
Hub Inc., 2011. Web. 31 Oct. 2011.
Pugh, Karmen. Personal Interview. 31 Oct. 2011.
Tomko, Colleen. “What is Inclusion?” Kidstogether.org/Inclusion. Kids Together Inc., 2009.
Web. 31 Oct 2011.
“Physical Disabilities.” Csun.edu. California State University, Northridge Group, 1996. Web. 01
Feb 2012.
“Psychological Disabilities.” Csun.edu. California State University, Northridge Group, 1996.
Web. 01 Feb 2012