Inclusion Is Exclusive

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A challenge is lack of experience in an inclusion setting. Some teachers have not been exposed to special needs classrooms and this can be a disadvantage. Educators need to coordinate efforts and understand the needs of the classroom in terms of developing skills and lesson plans. (Kochlar et al 2000)

Lack of experience dealing with severe and profound disabilities is another challenge. Students with severe and profound require more adaptation and medical attention than the average student. Teachers must be skilled in handling severe disabilities and create lesson plans based on individual abilities and adhere to dietary needs of the child. Lack of experience can lead to the child not progressing with skills or cause of adverse medical incidents. (Ryan & Cooper (2010). Including all students in all activities can be cumbersome. Special needs inclusion classrooms must be able to involve its students in all classroom activities. Teachers need to address how the classroom will communicate with each other and encourage participation. If there is a lack of adaptive equipment or adaptive communication and language tools, it makes it difficult for teachers to function as a united classroom. (Ryan & Cooper ,2010).

Educating students with less severe disabilities, when there are children of all abilities in the classroom, both physical and academic, children in the middle can easily fall between the cracks. (Ryan & Cooper (2010). These children can have learning disabilities, hearing impairments, ADD or language delays to name a few. Providing the right amount of attention and adaptation can be challenging, especially if there is a higher teacher to student ratio.

Death is difficult for any teacher to explain to their classroom. When you have a special needs inclusive classroom, there may be students with chronic illnesses and teachers may have to deal with the death of a student. (Kochlar et al 2000)

Shortage of teacher aides normally, inclusive classrooms have a regular educator and special needs educator. Due to the nature of the classroom and size, it is imperative that there be an appropriate number of teacher aides to assist the teachers with day to day activities. (Kochlar et al 2000)

Teaching compassion to students is important because not all students have been exposed to persons with special needs and this becomes a challenge to teachers. Teachers must not tolerate insensitiveness and cruelness and teach that all students are to be treated with respect, regardless of ability.

Dealing with parents of typically developing students, as some students are not use to dealing with persons with special needs, parents are no exception. (Ryan & Cooper ,2010). Teachers need to convey to parents how the classroom is conducted and that all educational needs will be met.

Individualized lesson plans are required because there are varying abilities in the classroom, teachers can be challenged to address individual academic needs based on ability. There is need to coordinate therapies because a special needs inclusion classroom needs to be well organized and allow for students to attend therapy sessions. However, this becomes a challenge in planning day to day activities and keeping all students engaged and learning. (Kochlar et al 2000)

Although many schools are moving towards special needs inclusive classrooms, there are a number of issues or challenges that need to be addressed. Preparing and training a teacher is the first step in making special needs inclusive classrooms a success.

The implementation of inclusion will inevitably create new and increased demands on special educators, as well as other stakeholders. (Ryan & Cooper ,2010). With the growing number of inclusive schools, special educators are expected to make adaptations and accommodations to the curriculum, their instructional techniques and evaluation procedures, as well as their classroom behavior management styles. Those specialists who are already engaged in inclusive schooling must be provided with sufficient instructional resources, while at the same time encouraged to continue their efforts to reach out to all learners.

Education should be seen by the government as a basic human right and the foundation for a more just and equal society (UNESCO, 2009). This implies adequate funding to meet the target goals and objectives for equalizing learning for all pupils, including those with disabilities in our schools

Full inclusion in the classroom goes beyond simply placing students who have been in separate classes into the general education setting. It gives an end to labeling students and allows them their right to a free and appropriate education. Both history and case study shows us that full inclusion is an academic foundation that can last a lifetime. Once full inclusion is implemented in all public schools, then and only then will all students have to opportunity to flourish as successful, productive members of society.

References

Antia, S.D., Stinson, M.S. & Gaustad, M.G. (2002).Developing membership in the education of deaf and hard-of-hearing students in inclusive settings. Journal of Deaf Studies and Deaf Education, 7, 214-229

de Haan, A. (1999) Social Exclusion: Towards an Holistic Understanding of Deprivation, (http://www.dfid.gov.uk/Pubs/files/sdd_socex.pdf).

Kochhar, C. West, L.L , & Taymans, J.M. (2000). Successful inclusion: Practical strategies for a shared responsibility. Upper Saddle River, NJ: Prentice-Hall.

Lipsky, D.K. & Gartner, A (1999). Inclusive education: a requirement of a democratic society. In H. Daniels & P. Garner (eds.) World yearbook of education 1999: Inclusive education. London: Kogan Page.

Lohrmann, S. & Bambara, L.M. (2006). Elementary education teachers' beliefs about essential supports needed to successfully include students with developmental disabilities who engage in challenging behaviors. Research & Practice for Persons with Severe Disabilities, 31(2). 157-173.

Ryan, K. & Cooper, J. (2010). Those Who Can, Teach. (12th ED.). Boston, MA: Wadsworth Cengage Learning

Sen, A. (2000) ‘Social Exclusion: Concept, Application, and Scrutiny’, Social Development Papers1, Manila: Asian Development Bank.

UNESCO (2009) EFA Global Monitoring Report Strong Foundations: Early Childhood Care and Education, Paris: UNESCO

Zionts, P. (Ed.). (2005). Inclusion strategies for students with learning and behavior problems: perspectives, experiences, and