|
|
This is only a preview of the paper
Click here to register and get the full text.
Existing members click here to login
|
|
|
Abstract
Inclusion involves keeping special education students in regular classrooms. The major impetus for inclusion was the passage of the Individual with Disabilities Education Act of 1990 (PL 101-476). Although many students with disabilities have been included in regular classrooms, inclusion has created much controversy among regular educators, special educators, and parents. This paper will examine the impact of inclusion on regular educators. The writer will address whether or not regular educators are ready for the inclusion of students with disabilities into their classrooms.
Issue Selected
The integration of special education students and regular education students is referred to as inclusion. Inclusion involves keeping special education students in regular classrooms. In inclusive settings, special education teachers work with general education teachers in regular classrooms to collaborate and provide an equal educational opportunity for students with disabilities (Goor, 1995). The passage of the Individual with Disabilities Education Act of 1990 (PL 101-476) provided the major impetus for inclusion.
Although increased numbers of students with disabilities have been included in regular classrooms, many believe that the students’ needs are not always met. Furthermore, regular education teachers may not be ready for the challenge of inclusion. Recent legislation and litigation indicate that inclusion is a major and timely issue. Current research also reveals that inclusion has impacted teachers and other school system personnel. Giangreco, Dennis, Cloninger, Edelman, and Schattman (1993) reported that regular education teachers have not been adequately prepared to teach students with disabilities. Lyon (1996) supported these findings and suggested that many regular education teachers believe that they do not have the knowledge or skills to address the sundry needs of students with disabilities. The writer selected the issue of teachers and inclusion for three major reasons. First, although all schools in the writer’s school district have not implemented full inclusion, the district’s 83 schools have completed mandated inclusion plans. Second, the writer provides evaluative services to an elementary school that has implemented full inclusion. Third, inclusion has created tension and divisiveness among school system teachers and administrators.
Position on Issue
It is the writer’s contention that regular education teachers are not ready for the inclusion challenge. Regular education teachers are not prepared for inclusion and are not meeting the needs of students with disabilities in their classrooms.
Approximate Word count = 1829
Approximate Pages = 7.3
(250 words per page double spaced)
|
|
|
|
|
|