Inclusive education: to be or not to be

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Introduction

Is a sense of belonging, meaning and purpose, or happiness for everyone? Is the foundation of our country, the pursuit of life, liberty and justice for “some”? If inclusion isn't for everyone, is exclusion for some? Who decides who is to be excluded and on what basis, religion, race, sex, skin color, beliefs, abilities? It is being a part of what everyone else is, and being welcomed and embraced as a member who belongs. Having meaning and purpose to what you do and who you are, provides inspiration. Feeling useless or doing things that are meaningless, decreases motivation and self-esteem.

A sense of belonging, being loved, having relationships and friendships with others enriches our lives. Feelings of loneliness and alienation can have a negative impact in all areas of our lives. Education helps meet the need to learn and grow and not remain stagnant, but as with any of our needs, if we focus on one at the expense of the others it does not maximize the overall quality of life. Our choice of the topic was motivated by several reasons: several episodes on TV, some articles in youth magazines and some life experience. We set up a hypothesis that inclusive education is a worldwide problem, for most people it has become the starting point for working over their self-esteem. The aim of our project is:

· to show the present situation;

· to investigate the pros and cons of inclusive education;

· to distinguish its role in modern world;

· to investigate people's attitude to the problem.

During our research we used such methods as:

· study of fiction proper to the theme;

· analysis and comparative analysis;

· synthesis;

· interviewing;

· sociological survey;

1. What is Inclusion?

Inclusion is part of a much larger picture then just placement in the regular class within school. It is being included in life and participating using one's abilities in day to day activities as a member of the community. In education, the word inclusion sometimes is used to simply describe a child with a disability placed in a regular class. Could this really be a definition of inclusion? Is every child in the regular class with or without a disability considered "included" just because they are there? Are there no requirements of being an active participant or being considered as a member who belongs? If you sit in the room you are included?

A goal of inclusive education is to help children reach their potential and become productive members of society. When people feel good, they have a greater capacity to function to their potential in every aspect of their lives. There are sports, clubs, assemblies, and other non-academic activities that help children become well rounded and more receptive to learning. If overall needs are important for all children, they are equally important to the growth of a child with a disability too. The UN Convention on the Rights of the Child (1989) which sets out children's rights in respect of freedom from discrimination and in respect of the representation of their wishes and views. The UNESCO Salamanca Statement (1994) calls on all governments to give the highest priority to inclusive education.

Inclusive education differs from previously held notions of `integration' and `mainstreaming', which tended to be concerned principally with disability and `special educational needs' and implied learners changing or becoming `ready for' accommodation by the mainstream. By contrast, inclusion is about the child's right to participate and the school's duty to accept the child. Inclusive education means that all students in a school, regardless of their strengths or weaknesses in any area, become part of the school community. They are included in the feeling of belonging among other students, teachers, and support staff. The fundamental principle of inclusive education is the valuing of diversity within the human community.

· All students can learn and benefit from education.

· Schools adapt to the needs of students, rather than students adapting to the needs of the school.

· Individual differences between students are a source of richness and diversity, and not a problem.

· The diversity of needs and pace of development of students are addressed through a wide and flexible range of responses.

Inclusive education is a process of removing barriers and enabling all students, including previously excluded groups, to learn and participate effectively within general school systems. Placing excluded students within a mainstream setting does not, of itself, achieve inclusion. Inclusion in school requires a shift in the paradigm, instead of getting the child ready for the regular class, the regular class gets ready for the child. Inclusion needs to be appropriate to the child's unique needs. Inclusive education teaches all children team work and how to interrelate and function together with others of different abilities. They learn to value diversity, see the ability of others to contribute, and it gives children a sense of unity.

2. Classification

Inclusion has two sub-types: the first is sometimes called regular inclusion or partial inclusion, and the other is full inclusion. In a "regular inclusion" setting, students with special needs are educated in regular classes for nearly all of the day, or at least for more than half of the day. Whenever possible, the students receive any additional help or special instruction in the general classroom. Most specialized services are provided outside a regular classroom, particularly if these services require special equipment or might be disruptive to the rest of the class (such as speech therapy), and students are pulled out for these services. In this case, the student occasionally leaves the regular classroom to attend smaller, more intensive instructional sessions in a resource room, or to receive other related services, such as speech and language therapy, occupational and/or physical therapy, and social work. This approach can be very similar to many mainstreaming practices. Hands On Learning Australia takes disengaged students, as well as some students with special needs, out of class one day per week and put into an alternative cross-age peer group to develop strong relationships and enable them to better cope with general education classes. This is an example of a "regular" inclusion model.

Under full inclusion, by contrast, students classified as disabled remain in general classrooms virtually all the time. Related services are provided via "push in," meaning that professionals enter the classroom and deliver assistance there. Full inclusion is the complete integration of the student with a special need into the general education classroom. The student receives all special services in the same general education classroom as all other students. This is very common with students whose needs are easily met in a classroom, such as a modification that allows the student more time to complete written assignments. Schools that practice full inclusion for all students have no separate special education classes. However, full inclusion of all students, regardless of their particular needs, is a controversial practice, and it is not widely applied. It is more common for local educational agencies to provide a variety of settings, from special classrooms to mainstreaming to inclusion, and to assign students to the system that seems most likely to help the student achieve his or her individual educational goals.

3. Alternatives

Students with disabilities who are not included are typically either mainstreamed or segregated. A mainstreamed student attends some general education classes, typically for less than half the day, and often for less rigorous classes. For example, a young student with mental retardation might be mainstreamed for physical education classes, art classes and storybook time, but spend reading and mathematics classes with other students that have similar disabilities. A segregated student attends no classes with non-disabled students. He or she might attend a special school that only enrolls other students with disabilities, or might be placed in a dedicated, self-contained classroom in a school that also enrolls general education students. Some students may be confined to a hospital due to a medical condition and are thus eligible for tutoring services provided by a school district. Less common alternatives include homeschooling and, particularly in developing countries, exclusion from education.

4. Necessary resources

Although once hailed as a way to increase achievement while decreasing costs, full inclusion does not save money, reduce students' needs, or improve academic outcomes; in most cases, it merely moves the special education professionals out of their own classrooms and into a corner of the general classroom. To avoid harm to the academic education of students with disabilities, a full panoply of services and resources is required, including:

· Adequate supports and services for the student.

· Well-designed individualized education programs.

· Professional development for all teachers involved, general and special educators alike.

· Time for teachers to plan, meet, create, and evaluate the students together.

· Reduced class size based on the severity of the student needs.

· Professional skill development in the areas of cooperative learning, peer tutoring, adaptive curriculum.

· Collaboration between parents, teachers and administrators.

· Sufficient funding so that schools will be able to develop programs for students based on student need instead of the availability of funding.

In principle, several factors can determine the success of inclusive classrooms:

· Family-school partnerships.

· Collaboration between general and special educators.

· Well-constructed plans that identify specific accommodations, modifications, and goals for each student.

· Coordinated planning and communication between "general" and "special needs" staff.

· Integrated service delivery.

· Ongoing training and staff development.

5. Common practices

Students in an inclusive classroom are generally placed with their chronological age-mates, regardless of whether the students are working above or below the typical academic level for their age. Also, to encourage a sense of belonging, emphasis is placed on the value of friendships. Teachers often nurture a relationship between a student with special needs and a same-age student without a special educational need. Another common practice is the assignment of a buddy to accompany a student with special needs at all times (for example in the cafeteria, on the playground, on the bus and so on). This is used to show students that a diverse group of people make up a community, that no one type of student is better than another, and to remove any barriers to a friendship that may occur if a student is viewed as "helpless." Such practices reduce the chance for elitism among students in later grades and encourage cooperation among groups.

Teachers use a number of techniques to help build classroom communities:

· Games designed to build community.

· Involving students in solving problems.

· Songs and books that teach community.

· Openly dealing with individual differences.

· Assigning classroom jobs that build community.

· Teaching students to look for ways to help each other.

· Utilizing physical therapy equipment such as standing frames, so students who typically use wheelchairs can stand when the other students are standing and more actively participate in activities.

6. Selection of students for inclusion

Educators generally say that some students with special needs are not good candidates for inclusion. Many schools expect a fully included student to be working at or near grade level, but more fundamental requirements exist: First, being included requires that the student is able to attend school. Students that are entirely excluded from school (for example, due to long-term hospitalization), or who are educated outside of schools (for example, due to enrollment in a distance education program) cannot attempt inclusion.

Additionally, some students with special needs are poor candidates for inclusion because of their effect on other students. For example, students with severe behavioral problems, such that they represent a serious physical danger to others, are poor candidates for inclusion, because the school has a duty to provide a safe environment to all students and staff. Students whose behavior is seriously disruptive to other students (for example, a student that unconsciously makes loud, continuous noises throughout the day) are also poor candidates for inclusion, because the school has a duty to provide an environment in which non-disabled students are also able to learn.

Finally, some students are not good candidates for inclusion because the normal activities in a general education classroom will prevent them from learning. For example, a student with severe attention difficulties or extreme sensory processing disorders might be highly distracted or distressed by the presence of other students working at their desks. Inclusion needs to be appropriate to the child's unique needs.

Most students with special needs do not fall into these extreme categories, as most students do attend school, are not violent, do not have severe sensory processing disorders, etc.

The students that are most commonly included are those with physical disabilities that have no or little effect on their academic work (diabetes mellitus, epilepsy, food allergies, paralysis), students with all types of mild disabilities, and students whose disabilities require relatively few specialized services.Bowe says that regular inclusion, but not full inclusion, is a reasonable approach for a significant majority of students with special needs. He also says that for some students, notably those with severe autism spectrum disorders or mental retardation, as well as many who are deaf or have multiple disabilities, even regular inclusion may not offer an appropriate education.

Some advocates of inclusion promote the adoption of progressive education practices. In the progressive education or inclusive classroom, everyone is exposed to a "rich set of activities," and each student does what he or she can do, or what he or she wishes to do and learns whatever comes from that experience. Maria Montessori's schools sometimes named as an example of inclusive education. Inclusion requires some changes in how teachers teach, as well as changes in how students with and without special needs interact with and relate to one another. Inclusive education practices frequently rely on active learning, authentic assessment practices, applied curriculum, multi-level instructional approaches, and increased attention to diverse student needs and individualization.

7. Arguments for full inclusion

Advocates say that even partial non-inclusion is morally unacceptable. Proponents believe that non-inclusion reduces the disabled students' social importance and that maintaining their social visibility is more important than their academic achievement. Proponents say that society accords disabled people less human dignity when they are less visible in general education classrooms. Advocates say that even if typical students are harmed academically by the full inclusion of certain special needs students, that the non-inclusion of these students would still be morally unacceptable, as advocates believe that the harm to typical students' education is always less important than the social harm caused by making people with disabilities less visible in society. A second key argument is that everybody benefits from inclusion. Advocates say that there are many children and young people who don't fit in (or feel as though they don't), and that a school that fully includes all disabled students feels welcoming to all. Studies on the long-term impact of inclusion have not conclusively shown any benefit either academically nor socially to students with disabilities.

Advocates for inclusion say that the long-term effects of typical students who are included with special needs students at a very young age have a heightened sensitivity to the challenges that others face, increased empathy and compassion, and improved leadership skills, which benefits all of society.

Disability advocacy groups say that the principal goal for inclusion is to make non-disabled children understand and value diversity. This group says that "Meeting all their needs together increases their ability to achieve academic and physical growth to reach their potential, which also enhances their quality of life." Through inclusive education, educators place children with disabilities on a path that teaches them how to be a participating member of their community. Another goal is to promote teamwork and how to function and interact with people with different disabilities. Inclusive education can be beneficial to all students in a class, not just students with special needs. Some research show that inclusion helps students understand the importance of working together, and fosters a sense of tolerance and empathy among the student body.

8. Arguments against full inclusion

Critics of full and partial inclusion include educators, administrators and parents. Full and partial inclusion approaches neglect to acknowledge the fact most students with significant special needs require individualized instruction or highly controlled environments. Thus, general education classroom teachers often are teaching a curriculum while the special education teacher is remediating instruction at the same time. Similarly, a child with serious inattention problems may be unable to focus in a classroom that contains twenty or more active children. Inclusion is viewed by some as a practice philosophically attractive yet impractical, and studies have not corroborated the proposed advantages of full or partial inclusion. Moreover, "push in" servicing does not allow students with moderate to severe disabilities individualized instruction in a resource room, from which many show considerable benefit in both learning and emotional development. Parents of disabled students may be cautious about placing their children in an inclusion program because of fears that the children will be ridiculed by other students, or be unable to develop regular life skills in an academic classroom. Opponents of inclusive schools believe that individual differences will slow the progress of students without special needs. Therefore, this will create problems for teachers. Some argue that inclusive schools are not a cost-effective response when compared to cheaper or more effective interventions, such as special education.

They argue that special education helps "fix" the special needs students by providing individualized and personalized instruction to meet their unique needs. This is to help students with special needs adjust as quickly as possible to the mainstream of the school and community. Proponents counter that students with special needs are not fully into the mainstream of student life because they are secluded to special education.

Some argue that isolating students with special needs may lower their self-esteem and may reduce their ability to deal with other people. In keeping these students in separate classrooms they aren't going to see the struggles and achievements that they can make together. Real community members get over the wish for a cure-all and look for ways to focus on promoting one another's gifts and capacities in the service of justice.

They support, and often must endure, one another's weaknesses by learning ways to forgive, to reconcile, and to rediscover shared purpose. Out of this hard work comes a measure of healing.

9. Components of Inclusive Education

· Students are in their home schools, general education classes. Where the students would be if they did not have disabilities.

· Appropriate Supports and Services. Based on individuals' needs. Supports follow the students, the students don't go somewhere to get them.

· "On-going" planning for success. Obstacles are issues waiting for solutions Teams are proactive, addressing needs before problems arise. Inclusion is a process, not an event. All team members actively seek out information and resources. All team members have a shared vision of what success looks like for each individual student. Classroom, building and district decisions and planning reflect the needs of students with disabilities.

· Active Participation. All students have a sense of belonging. Same proportions of students with disabilities are in classes as are in the general population. Students with disabilities are not grouped.

· All classes practice inclusion, none are referred to as "inclusion classes".

· Goals are dependent on individual and worked on within general curriculum. Classes get ready for students. Students do not have to get "ready" to be included.

· Staff are trained based on students' needs. Collaboration and Team Planning. General and special education staff have ownership of students with disabilities. All team members collaborate and communicate frequently.

Diversity is valued through out all environments, activities and events. Sensitivity and awareness are interwoven throughout. Universal design and curriculum are utilized first. All students get what they need based on individuals, not labels. All students count in assessments and evaluations.

10. Benefits of Inclusive Education

The benefits of inclusive education are numerous for both students with and without disabilities. Benefits of inclusive education for students with disabilities.

1. Friendships.

2. Increased social initiations, relationships and networks.

3. Peer role models for academic, social and behavior skills.

4. Greater access to general curriculum.

5. Enhanced skill acquisition and generalization.

6. Increased inclusion in future environments.

7. Greater opportunities for interactions.

8. Higher expectations.

9. Increased school staff collaboration.

10. Increased parent participation.

11. Families are more integrated into community.

Benefits of inclusion for students without disabilities;

1. Meaningful friendships.

2. Increased appreciation and acceptance of individual differences.

3. Increased understanding and acceptance of diversity.

4. Respect for all people.

5. Prepares all students for adult life in an inclusive society.

6. Opportunities to master activities by practicing and teaching others.

7. Greater academic outcomes.

All students' needs are better met, greater resources for everyone Inclusion means change!! We believe both inclusion and change are inevitable.

Conclusion

inclusive education school

In our future life we will find people we love and people we dislike; we will find friends and people we can barely stand. We will sometimes be astonished at our strengths and sometimes be overcome by our weaknesses. Through this work of Inclusion we will, haltingly, become new people capable of building new and more human communities. The way to Inclusion calls for more modest, and probably more difficult, virtues. We must simply be willing to learn to get along while recognizing our differences, our faults and foibles, and our gifts.

We can discover things worth our joint effort even if we seem strange to one another, even if we dislike one another, and it is through this working together that we can learn to get along. Inclusion means everyone must always be happy and satisfied or "Inclusion cures all ills." A group of good people comes together to study inclusive community in an intensive course. Community grows when people honor a commitment to laugh, shout, cry, argue, sing, and scream with, and at, one another without destroying one another or the earth in the process. The reward of Inclusion comes in the harvest of creative action and new understanding that follows the hard work of finding common ground and tilling it by confronting and finding creative ways through real differences. We must invite success for inclusion and thus embrace change with all our hearts and souls. We must build strong teams to support one another.

Inclusion is about ALL of us

Inclusion is about living full lives - about learning to live together.

Inclusion makes the world our classroom for a full life.

Inclusion treasures diversity and builds community.

Inclusion is about our 'abilities' - our gifts and how to share them.

Inclusion is NOT just a 'disability' issue.

Inclusion creates & shares tools, resources, capacities, so all can live full lives.

Finally we like to remember that "An injury to one is an injury to all!" and in the case of inclusion, "The benefit to one will be the benefit of all".

Literature

1. Борисова Н.В. Социальная политика в области инклюзивного образования, М. Вентана, 2005.

2. Зайцев Д.В. Интегрированное образование детей с ограниченными возможностями, М. Высшая школа, 2001.

3. Ярская-Смирнова Е.Р., Лошакова И.И. Инклюзивное образование детей-инвалидов, М. АСТ-пресс, 2003.

4. Peter Clough, Jenny Corbett. Theories of Inclusive Education. Jhn LTD, 1998.

5. Inclusive Education. A Practical Guide Supporting Diversity in the Classroom. Boston, 2004.

6. John O'Brien, Marsha Forest. The Ethics of Inclusion: Three Common Delusions.UK EDU report. 2007.

7. Shafik Asante, Jack Pearpoint. Inclusion: It's About Change! UK EDU report. 2007.

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