inclusion/special education

Inclusion Special Education

Research findings indicate that inclusion in the classroom affects the teachers by providing them with guidelines for conducting themselves and their behavior with the challenged student . For example , a teacher cannot decide by herself that a child needs a special plan for its education . The teacher must recognize that a child needs individual education the child meets the requirement criteria . Then the special services needed are listed . At every stage the parent should be involved . That apart , in the classroom both the children with special needs and children

who do not have special need benefit . How Accepting individual differences can be greatly enhanced through the inclusion of children who have disabilities (Cavallaro Haney 1999 On the other hand the handicapped children also profit from being in normal classrooms . Those children that do not need extra-assistance serve as representations of social , behavioral and playing skills that disabled children need to master (Baker . B 2002

Inclusive classrooms impose a number of obligations on teachers . The teachers need to understand the special needs , the disabilities , the classroom teaching material that is available , the research they need to do , the support they need to avail themselves of . In a way having challenged children in the class challenges the teachers themselves . The teacher actually needs to expand his own abilities to be able to address the needs of inclusive classrooms . Researchers have found that greater the training the teacher had received prior to inclusive classroom and higher his educational level the more negative the attitude of the teachers towards inclusive classes (Jones . B .1998

The attitudes of the educators towards inclusive education differ between regular teachers and special teachers . The regular teachers have less positive attitudes towards inclusion in classroom than special teachers . In addition the attitudes of the teachers were influenced by factors like experience , certification , education , age and gender (Jones . B .1998 (Education World 1997

While few educators oppose inclusion completely , some express reservations about how full inclusion works in the classroom . Albert Shanker , writing for the American Federation of Teachers in 1996 in "Where We Stand " asserted "What full inclusionists don 't see is that children with disabilities are individuals with differing needs some benefit from inclusion and others do not . Full inclusionists don 't see that medically fragile children and children with severe behavioral diss are more likely to be harmed than helped when they are placed in regular classrooms where teachers do not have the highly specialized training to deal with their needs (Education World 1997

The negative attitudes that the general educators have towards inclusive education may stem from a beliefs and values that the teachers hold towards discrimination . In addition , the negative attitudes may stem from differences in race or religion . Most importantly , the educators are affected by the special preparations that they need to do for an inclusive classroom . This is why special teachers have relatively positive attitudes towards inclusive classes . These include preparation of special classroom material , classroom facilities and even special furniture...