Running Header: Module 4 Position Paper – Inclusion
Position Paper - Inclusion
Lindsay M. Osterberg
George Mason University
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Inclusion of students with moderate and severe disabilities in general education
classrooms began when the Individuals with Disabilities Education Act mandated that all
children with disabilities be educated with children who do not have disabilities (“Education
World,” 2013). According to the article, this is when education in the US changed. This
legislation took students with disabilities from segregated classrooms to regular classrooms.
Tomko (1996) stated that “Inclusion is part of a much larger picture then just placement in the
regular class within school. It is being included in life and participating using one’s abilities in
day to day activities as a member of the community.” Inclusion for students with moderate or
severe disabilities does not just mean that they are put in a classroom with their typical peers and
that is it. It is an entire way of teaching that allows the special education and general education
teachers to work together to make a plan for the student to be a fully participating member off
the class. Tomko states that inclusion is more of an end-state, it requires a great deal of
planning, preparation, and supports. It does not mean that they are solely working on the general
education curriculum and not their IEP goals, but more that there is a balance with their needs.
This balance is something that is difficult to achieve, but I believe is completely possible when
teachers collaborate and truly focus on the benefits of inclusion for the student. I am coteaching
for the first time this year, and can truly see the benefits that an inclusive classroom has on both
students with, and without moderate and severe disabilities.
According to “Dispelling the Myths of Inclusive Education” (“TASH,” 2012), there are
many issues that seem to come up about the inclusion of students with moderate and severe
disabilities. One of the biggest concerns surrounding the topic is “Students with the most
significant disabilities do better when they are educated in separate classrooms” (“TASH,”
2012). The article says that there is actually no research since the 1970’s that proves this
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statement. There have, however, been studies that have found that students do better post school
when educated with their typical peers. Students with severe disabilities have been found to
have better communication and social skills when educated in inclusive classrooms. On top of
the positive outcomes of educating students with disabilities in inclusive classrooms, TASH also
noted that there are even studies that show the negative effects of educating students in purely
segregated settings. Students lack the opportunity to create friendships with peers without
disabilities, a decrease in confidence, and a lack of role models. I completely agree with the
article on this issue. The real world is not segregated into students with disabilities and those
without. It is imperative that students with moderate and severe disabilities have the opportunity
to interact and engage with their peers without disabilities. I think that their peers can also
benefit from learning about diversity and the needs of others.
Another issue concerning inclusion of students with moderate and severe disabilities is
that it is seen by some as more of a one size fits all program and not all of the supports are
always in place (“Education World,” 2013). This article discusses how inclusion cannot just be
seen as students with disabilities being put into general education classrooms without
individualized plans and support. I can see how this would be an issue, but this is an issue in
general education classrooms as well. Teachers are expected to differentiate and meet the
different learning needs of all of their students. This is even more so with students with
disabilities. Inclusion does not, by any means, mean less work for either the general or special
education teacher. In fact, I believe that it is a great deal more work to constantly collaborate
and plan with the general education teacher, and adapt or modify all work. However, if this is
done, and students are still looked at as individuals, I believe that it can be successful.
“Education World” (2013) mentions inclusion could be called “Dumping and Running” for some
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programs. If the supports are not in place for students with disabilities, inclusion can fail
miserably. Students will need support from the special education teacher and assistants to access
the curriculum and be able to fully engage in the classroom with their peers. In my experience,
when this support is there, students feel more confident and accepted in the inclusive setting.
A final issue that is often brought up when discussing inclusion for students with
moderate and severe disabilities is that some children are too disruptive to be included in a
general education classroom (“TASH,” 2012). This is something that is brought up a great deal
with students with autism, sensory disorders, or emotional disorders. I believe this is something
that can be worked on. Many students need accommodations or to be taught the skills necessary
to cope with being a part of a classroom. Students may need a behavior program, frequent
breaks, positive reinforcement, or strategies to deal with sensory overload. These are all things
that can be done in the general education curriculum. I think that this is an area where general
education teachers can benefit greatly from increased behavior. If a child is extremely disruptive
there is a good chance that there is something causing the behavior. If special and general
education teachers can work together to figure out this problem, they can work together to figure
out accommodations and solutions. Behavior should not be the sole reason to keep a student out
of an inclusive classroom.
Despite all of this issues with inclusion for students with moderate and severe disabilities
in the general education classroom, I am still a proponent. I believe that the positive outcomes
for both students with and without disabilities far outweigh the challenges. There has to be an
open, working relationship between the general education and special education teacher, as well
as the student and their family. One of our main focuses as special education teachers is to
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prepare our students to be contributing members of society, and society is no longer a segregated
place.
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Reference List
Education World. (2013). Special Education Inclusion. Retrieved from
http://www.educationworld.com/a_curr/curr320.shtml
TASH. (2012). Dispelling the Myths of Inclusive Education. Retrieved from
http://tash.org/wp-content/uploads/2012/07/TASH-Myths-of-Inclusive-Education.pdf
Tomko, Colleen F. (1996). What is Inclusion?. Retrieved from
http://www.kidstogether.org/inclusion.htm