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Ebony Littlejohn
ECI 416
Mr. Barrett
April 24, 2013
Final Inclusion Paper
During my initial inclusion paper, I shared my personal experiences with disabilities and
special education. In first grade, I was teased for having to go to a reading and math class outside
of the general education classroom. Both of my deaf cousins have been victims of discrimination
due to their disability. I was able to help a brother and sister with disabilities pass their EOG
tests. My first paper mirrored more of the negative associations of disabilities. It didn’t reflect
the positive aspects that occur to people with disabilities, such as their many accomplishments;
rather it focused on the downside of having disabilities and the difficult experiences people go
through. My initial view on inclusion practices was that it labeled, limited, it made people feel
judged and unworthy. However, having gone through the class, my views on inclusion education
has changed. I now realize that inclusion education has many positive and rewarding qualities.
Such positive qualities that inclusion consist of are a sense of belonging, building upon
relationships, having high expectations, and providing equal opportunities. Not all students are
exposed to the negative side of inclusion; for some students, inclusion allows for them to be
successful.
Inclusion education is about every student feeling as though they belong. Students with
disabilities are able to learn in the same environment as their non-disabled peers. This prevents
them from feeling segregated, or feeling left out. Teachers work to provide appropriate
instructional strategies and support to all students as to help them be successful in the classroom.
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When students feel a part of the whole, it allows for them to build their self-esteem. No student
wants to feel labeled and “different” from everyone else. The inclusion setting prevents
stigmatizing and it allows for students to fit in.
The group project effectively exemplifies the concept of belonging. Through developing the
IEP’s and the lesson plans, I realize the extinct to which teachers go to make all disabled students
feel a part of the entire class. While the project specifically is designed to fit the needs of
disabled students, it also works to benefit non-disabled students. Through the assessment
practices and accommodations for instructional practices, all students are able to benefit from
inclusion practices. Often time, the strategies and accommodations teachers employ for disables
students can be useful to non-disabled students who have difficulty with their academics, but do
not qualify for special education. Students who are who excel in academics, learn how to be
sympathetic toward their peers and offer assistance.
Additionally, chapter 13 of the book discusses how an inclusion environment permits
students with disabilities to build relationships with their non-disabled classmate. The inclusion
classroom helps with socialization. Students who have disabilities are able to interact with their
peers; each student can therefore learn from the other. Inclusion classrooms allow for students
with disabilities to create long lasting friendships that wouldn’t otherwise happen in a
homogenous environment. Their peers act as a role model to help them transition in forming
social relationships in their adult life. This concept is demonstrated in the film Radio, which was
our movie assignment for the course. Initially in the film, Radio was secluded from the nondisabled townspeople. His disability often made him an outcast; when he meets Coach Jones, he
is introduced into a new world that allows for him to socialize with many of the townspeople.
Through Radio’s encounter with the many non-disable townspeople, he is able to form
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relationships that allow him to properly function in society. He learns many things through them
and they are able to learn from him as well.
Furthermore, inclusion raises the expectations of disabled students. In such a setting,
students are held to a higher academic standard. Although they may need additional support,
disabled students are held to the same academic standards as their non-disabled peers. High
expectations lead to high academic performance. Through the IEP’s that we have analyzed and
developed in class, along with the project lesson plan, we have created ways in which we
accommodate hypothetical students with specific disabilities in a way that meets their needs for
succeeding. These practices prepare us for our own future classrooms; these are assignments that
we can refer back to in the near future to help our actual IEP students be successful. Having high
expectations for all students also allows for equal opportunities. Inclusion classrooms are about
ensuring all students feeling as though they have equally opportunities and experiences. Many of
the applications in practice address issues that regard particular accommodations and support
with hypothetical students with disabilities. Other applications include teachers meeting to
brainstorm on ideas that best meet the needs of their entire class. Students need equal
opportunities to be prepared for lifelong skills. Whether it’s to get them career ready or college
ready, setting the expectations high for students in the classrooms grooms them for the realworld.
Having nearly completed the course, there are many benefits of inclusion for all students
with disabilities; three such being peer role model for academic, increased socialization to build
relationships, and high expectations. For students with disabilities, they may have a hard time
coping and interacting with others, so peer modeling provides teachers the opportunity to use
non-disabled peers to assist disabled students with instruction, clarifying directions, or giving
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social reminders. Peer modeling is also an effective way for peers to provide appropriate
behavior for students who need to improve their social skills. Collaboration is also essential to
peer modeling. Students are encouraged to work together to support each other; they are
working with peers who may differ from them academically, socially, emotionally,
economically, or racially. Such collaboration fosters diversity in the classroom.
My concerns in regards to inclusion steam from my insecurities that I may not be an
effective teacher, so I won’t be able to reach my disabled students. I also fear that I won’t be able
to give enough specialized attention and care to my disabled students. I’m also concerned with
that I may not be able to deal with a disabled student who causes disruptive behavior.
Although we are given the tools and educational information on how to best meet the
needs of all of our future students, I fear that I won’t be able to implement them in a way that
will be effective for my students. For instance, if I were to give all of my students guided notes
to accommodate the needs of an autistic student, but the autistic student is still having trouble
following the notes and keeping with the pace, what do I do next? Also, the average class size
today consists of 25 students are more, what if I’m not able to give the needed attention to my
disabled students as I should? I have to consider all of my students. Furthermore, disruptive
behavior with some students with disabilities can damage the classroom experience, may not feel
accepted, or they may become a threat to themselves or others. I’m just concerned that I won’t be
able to keep such behavior in control which could cause a major disruption in my classroom.
Even with my worries of inclusion for all disabled students, there are some potential
strategies to help minimize my concerns. In the case that I feel as though I won’t be able to
effectively teach my SWD, I can meet with the special education teacher or other veteran
teachers to aid me in developing appropriate instructional practices to help them succeed. I can
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also find out things that interest my disabled students and build off of that. Building
relationships with their parents can also help me to figure out best practices to use with each of
my SWD. Similarly, I can meet with my disabled students before or after class to ensure that
they receive enough specialized attention and care to best meet their needs. Such one-on-one
time can help them to be academically successful in my classroom. It also allows me to form a
positive relationship with them. Talking with parents and helping students to understand the
classroom expectations and rules is a strategy that could aid me in dealing with disruptive
behavior. Also, as previously mentioned, allowing for peers to model effective behavior is also a
way in which to eliminate unwanted behavior. Positive and negative reinforcement are also
approaches discussed in the course to persuade desired behavior.
Overall, my inclusion philosophy is that when children with disabilities learn in settings
with their non-disabled peers, they don’t feel like an outcast, but a part of the whole. Such a
positive setting promotes successful learning and social skills. Inclusion is a belief that all
students, regardless of labels, should be members of the general education classroom. As
students of an inclusive classroom setting, disabled students should have access to all of the
curriculum options as their non-disabled peers. This includes being able to utilize all resources
and having access to all courses and school clubs. Students with disabilities are students first.