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I chose to research peer acceptance of inclusion. Acceptance in the classroom is very important to me due to the fact that because of my size, I was rarely accepted. The big girls get picked on just like the petite girls do. Peer Acceptance is possible within an inclusion oriented classroom with willingness form the students, handicapped and non-handicapped, the teacher, the principle, and the school personnel. The processes of making a regular education classroom inclusive can increase the level of peer acceptance. Non-handicapped students tend to negatively stereotype special education or disabled students with “labels”; however, everyone, regardless of diversity, is welcome in an inclusive classroom. By providing the non-handicapped students with information about disabilities, the teacher is successfully achieving one of their many responsibilities in an inclusion atmosphere. Teachers should promote a cooperative learning environment and socialization within their classroom. Meeting the needs of handicapped or special education students, within a regular education classroom, has become an option that is receiving more and more attention. When the regular education teacher believes that the student can succeed and the personnel staff takes responsibility for the educational outcome of the disabled student, an inclusive classroom is possible. Through the Individuals with Disabilities Education Act (IDEA), certain aids and services must be made available to disabled students. Accessible playground equipment, buildings, and toys being provided can enhance a school that is moving toward inclusive classrooms.
Approximate Word count = 894
Approximate Pages = 3.6
(250 words per page double spaced)
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