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Tara Flores

EDUC 6326
Fall 2014
Inclusion: Is it Right for You?

Inclusion will always be a difficult topic among educators. There are those who are for
Inclusion and those who are against it. Research is needed in order to determine if Inclusion is
right for you, but sometimes a teacher is thrown into the situation without adequate training.
Creating a classroom environment that will incorporate Inclusion is just the top layer for the
subject of Inclusion. You also have to look at the individual students and their needs regarding
Inclusion. Will Inclusion help them in the long run?
There are certain considerations that need to be in place regarding the special need
students. Including them in the classroom will form relationships with their peers. Both the
special need students and the nondisabled students will be able to work on friendships, social
skills, and self-esteem. (Staub, 2005) If we are to get students ready for real world situations this
will be a good way for students to learn how to get along with others who are different. For this
to be beneficial the classroom should foster kindness, consideration, empathy, concern, and care
for others. (Staub, 2005)
Districts should prepare teachers and paraprofessionals the best way they can to foster
Inclusion. There are different plans for teachers that can be followed. Some of these plans
include interactive teaching, alternative teaching, parallel teaching, and station teaching. (Land,
2004) Interactive teaching is where teachers alternate their roles. Alternative teaching is where
one teacher teaches a small group, and the other teacher monitors or teaches the remaining
students. Parallel Teaching is when students are divided into a mixed-ability groups and the
teachers teach the same material to the different groups. Station teaching is where small groups
are rotating to various stations and teachers instruct, review, or practice. (Land, 2004)

Tara Flores
EDUC 6326
Fall 2014

Inclusion should begin early on in the childs education so they do not feel isolated from
others. From personal experience, I was not prepared when I had a class of seven special need
students in one class period. I felt overwhelmed most of the time due to lack of training and
help. I was constantly told do the best you can from the administrators. Three of these students
were autistic and I felt I needed training to handle the situation better. These students were in a
less restrictive environment for math and reading but was included with regular education
students for their other classes. I witnessed firsthand how the regular education students helped
me with these students because I did not want to leave these them out of new learning
experiences. They showed kindness to one another and it helped the special need students learn
more material than they have in the past. Of course, there were frustrations exhibited with some
of the students, but they worked through them. At the Jr. High and High School in my district,
Inclusion has been implemented for the first time. I have been told by one of the special
education teachers at the Jr. High that my former students are having a hard time adjusting to the
regular classroom. They are slowly moving these students back into the resource classroom. If
the students were included early on in their education for their math and reading classes, they
would have a better chance of fitting in with their peers.
Students will be able to increase their self-esteem if their learning experiences are
positive. This will be able to happen if the classroom teacher can create learning experiences
that will benefit the student in the long run. With IEPs in place, teachers will be able to know
what is expected of the student before that student comes into the classroom. But, sometimes,
forming a relationship with students will be a better motivator to get them to work in your
classroom. It is difficult to treat students equal because they are not equal in their learning

Tara Flores
EDUC 6326
Fall 2014

capabalities. It is not fair to the special need student if the teacher treats him/her just like a
regular education student. The teacher is creating a conflict that will be difficult to resolve.
Cooperative learning will be a good way for the special need students to learn as well. Of
course, the teacher needs to have rules in place and high expectations for all the students for this
to work. Differentiating instruction is also a positive way for the students to learn because they
will be able to choose their own activities. Teachers should have activities planned for all
learning styles in their instruction.
Overall, the students with special needs should be included in the regular classroom
because of the simple fact that they can be successful. It is a good feeling when a child succeeds
and they learn from that experience.

Land, S. (2004). Effective Teaching Practice for Students in Inclusive Classrooms. William & Mary School
of Education.
Staub, D. (2005). Inclusion and the Other Kids: Here's What Research Shows so Far About Inclusion's
Effect on Nondisabled Students. On Point; National Institute for Urban School Improvement.