thoughts on inclusion… part 1

This is my first blog about education. I will be discussing elements of Special Education specifically, so, if I happen to use any lingo, or I lose you somewhere, please comment, and point it out.

Special Education is the title for the SERVICES, not people.

Students receive special education services, if they are eligible, and those services would specifically address an academic need. Perhaps the student has a level of mental retardation, or perhaps they are dyslexic. They might have an emotional disorder, or may be in all “honors” classes, but require the use of a wheelchair.

“Inclusion” is the idea of serving the particular needs of “special education” students while they are IN the “regular” classroom. The student would be in the classroom with peers, learning along side them, and being provided accommodations or modifications with regard to the course work. I will give an example. A student with poor reading skills is in the class with all of the “other” students. The teacher, instead of simply requiring the class to read the text out loud, might assign groups who do different things for the story. One group to read short paragraphs at a time, one group to illustrate what is happening in the story, and another to perhaps act out what is happening… All of these activities will allow the students to identify the parts of a piece of literature, and to interpret the information into usable data. However, in this scenario, the learning disabled student is not only viewed as “normal” but is acquiring the knowledge that the teacher wants to pass on to the class, is working in groups-building peer relationships, and is not off in another space with an educational assistant playing with flashcards.

The assumption that must be evaluated is one that has been around for a pretty long while, now…

Separate is inherently unequal.

Now, if you believe this to be true, then WHY are our learning disabled students being separated from their peers. It has been revealed in several different studies, and probably revealed in your own life, that we take on characteristics of those around us. If all the people in your office are depressed and moody all day everyday, the likelihood is eventually, you’ll become quite grouch yourself. Speaking in generalizations, we seek social acceptance. Most people seek to match those around them, particularly teenagers! Most would rather blend in than stand out. With that in mind, if we put students who struggle with math in classes with those who are managing to get through it, there is also a social motivation to reach for the goal. Conversely, if they’re in a room with a dozen other kids who “hate math”, “suck at this” or are otherwise not inclined to succeed, than the social pull is in a downward direction… not up. The norm they’ll be adjusting to and mimicking will be that of those who are failing, not thriving.

As a final note, there will always be students who will be better served in specialized and isolated settings. However, a great majority of students are quite likely to benefit from being included. It is something that I believe we should strive for, when it would be in the best interest of the student in question.

(For what it’s worth, this blog is my opinion, and I make no claim to be an expert in the field. I am merely a teacher, who is continuing the studying of education in grad school, and am therefore often inspired to write about my passion.)