Chapter 1 Summary

Chapter 1 Summary: Understanding Inclusion

Resources:

1) http://www.kidstogether.org/inclusion.htm

This article addressed inclusion classrooms and said : The fundamental principle of inclusive education is the valuing of diversity within the human community.... When inclusive education is fully embraced, we abandon the idea that children have to become "normal" in order to contribute to the world.... We begin to look beyond typical ways of becoming valued members of the community, and in doing so, begin to realize the achievable goal of providing all children with an authentic sense of belonging. (Kunc 1992, pp. 38-39).

2) http://www.myeducationlab.com/

3) http://iris.peabody.vanderbilt.edu/

Summary:

· People with disabilities long ago did not have the same opportunities as those who do today. Most were institutionalized, whereas today they are given the chance to be in general education classrooms with students who do not have disabilities. They are put into what is called inclusive classrooms.

· Many efforts have been made to accommodate the needs of children with disabilities into inclusive classrooms. The least restrictive environment (LRE) has helped to make this possible. The LRE is an individual plan for how to best include students with disabilities into a general education classroom. “Students are placed within LRE based on their strengths, challenges, and motivation” (p.12). LRE allows the students to be moved from more restrictive to less restrictive classrooms as the need arises. This is in order to meet the needs of the students in the best way possible.

· Normalization- “provides students with opportunities, social interactions, and experiences that parallel those of society to adults and children with disabilities” (p.15).

· Advances in technology have been used to assist a person with disabilities.

· IDEA “mandates that free and appropriate education be provided to all students with disabilities, regardless of the nature and severity of their disability.” It has been changed overtime in effort to be more inclusive for those with disabilities.

· Pages 31-32 record the results of a study done on the impact that inclusion had on students with disabilities which seemed to show that the impact was mostly positive. These students seemed to thrive in the inclusive classroom.

· Studies show that students who are in inclusive classrooms and do not have disabilities also seemed to thrive academically. They also thrived socially as they tended to be more apt to make friends with and stand up for students with disabilities.

· Educators attitudes about inclusion vary. Some worry that they will ba overworked and that the pace of the classroom will be really slowed down making it hard for them to keep up with the standards they must teach in the school year. Others find that it is a positive setting to teach in.

· Families with children with disabilities tend to have very positive attitudes about the inclusive classroom.

· Families with children without disabilities tend to have mixed feelings about their children being in an inclusive classroom. Some worry about it slowing down the pace of the classroom. Others find in socially beneficial for their children to be in a classroom with other children who have disabilities because it allows for their children to learn to be more accepting of people with disabilities.