Inclusion ,in education, is an approach to educating special educations with an individualized education program or 504 plan. Under the inclusion model, students with special needs spend most or all of their time with non-special(general education) needs students. It is more effective for students with special needs to have that experience for them to be more successful in social interactions leading to further success in life. Inclusion rejects but still provides the use of special schools or classrooms to separate students with disabilities from students without disabilities. Schools with inclusive classrooms do not believe in separate classrooms. They do not have their own separate world so they have to learn how to operate with students while being less focused on by teachers due to a higher student to teacher ratio.
Implementation of these practices varies. Schools most frequently use the inclusion model for selected students with mild to moderate special needs.[1] Fully inclusive schools, which are rare, do not separate "general education" and "special education" programs; instead, the school is restructured so that all students learn together.[2]
Inclusive education differs from the 'integration' or 'mainstreaming' model of education, which tended to be concerned principally with disability and special educational needs, and learners changing or becoming 'ready for' or deserving of accommodation by the mainstream. By contrast, inclusion is about the child's right to participate and the school's duty to accept the child.
A premium is placed upon full participation by students with disabilities and upon respect for their social, civil, and educational rights. Feeling included is not limited to physical and cognitive disabilities, but also includes the full range of human diversity with respect to ability, language, culture, gender, age and of other forms of human differences.[3] Richard Wilkinson and Kate Pickett wrote, "student performance and behaviour in educational tasks can be profoundly affected by the way we feel, we are seen and judged by others. When we expect to be viewed as inferior, our abilities seem to diminish".[4]
Integration and mainstreaming
Inclusion has different historical roots which may be integration of students with severe disabilities in the US (who may previously been excluded from schools or even lived in institutions)[5][6][7] or an inclusion model from Canada and the US (e.g., Syracuse University, New York) which is very popular with inclusion teachers who believe in participatory learning, cooperative learning, and inclusive classrooms.[8]
Inclusive education differs from the early university professor's work (e.g., 1970s, Education Professor Carol Berrigan of Syracuse University, 1985; Douglas Biklen, Dean of School of Education through 2011) in integration and mainstreaming[9] which were taught throughout the world including in international seminars in Italy. Mainstreaming (e.g., the Human Policy Press poster; If you thought the wheel was a good idea, you'll like the ramp)tended to be concerned about "readiness" of all parties for the new coming together of students with significant needs. Thus, integration and mainstreaming principally was concerned about disability and 'special educational needs' (since the children were not in the regular schools) and involved teachers, students, principals, administrators, School Boards, and parents changing and becoming 'ready for'[10] students who needed accommodation or new methods of curriculum and instruction (e.g., required federal IEPs – individualized education program)[11][12] by the mainstream.[13][14][15]
By contrast, inclusion is about the child’s right to participate and the school’s duty to accept the child returning to the US Supreme Court's Brown vs. the Board of Education decision and the new Individuals with Disabilities Education (Improvement) Act (IDEIA). Inclusion rejects the use of special schools or classrooms, which remain popular among large multi-service providers, to separate students with disabilities from students without disabilities. A premium is placed upon full participation by students with disabilities, in contrast to earlier concept of partial participation in the mainstream,[16] and upon respect for their social, civil, and educational rights. Inclusion gives students with disabilities skills they can use in and out of the classroom.[17]
Fully inclusive schools and general or special education policies
Fully inclusive schools, which are rare, no longer distinguish between "general education" and "special education" programs which refers to the debates and federal initiatives of the 1980s,[18][19][20] such as the Community Integration Project[21] and the debates on home schools and special education-regular education classrooms;[22]instead, the school is restructured so that all students learn together.[2][23] All approaches to inclusive schooling require administrative and managerial changes to move from the traditional approaches to elementary and high school education.[24]
Inclusion remains in 2015 as part of school (e.g., Powell & Lyle, 1997, now to the most integrated setting from LRE)[25] and educational reform initiatives in the US[26] and other parts of the world. Inclusion is an effort to improve quality in education in the fields of disability, is a common theme in educational reform for decades,[27] and is supported by the UN Convention on the Rights of Persons with Disabilities (UN, 2006). Inclusion has been researched and studied for decades, though reported lighly in the public with early studies on heterogeneous and homogeneous ability groupings (Stainback & Stainback, 1989),[28] studies of critical friends and inclusion facilitators (e.g., Jorgensen & Tashie, 2000),[29] self-contained to general education reversal of 90% (Fried & Jorgensen, 1998),[30] among many others obtaining doctoral degrees throughout the US.
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