Special Education Inclusion
Special Education Inclusion addresses the controversy of inclusion in education. It argues that inclusions controversy stems from its relation to educational and social values in addition to individual worth. Stout states the important questions that should always be asked when discussing inclusion. She gives us some arguments from advocates on both sides of the issue and everyone in between. She recognizes that inclusion has no simple answers. She merely intends to overview the concepts of inclusion and offers some recommendations to ensure the needs of all students are met. Her overview begins with definitions of common vocabulary, discusses laws governing inclusion, court decisions that have governed placement under IDEA (Individuals with Disabilities Education Act), and ends with a conclusion, research, and discussion. Finally, she gives recommendations for inclusion success.
When discussing inclusion address three important question: “Do we value all students equally?, What do we mean by ‘inclusion’?, and Are there some children for whom ‘inclusion’ is inappropriate?” The wide range of answers to these questions makes inclusion so debatable. This range places advocates for and against inclusion on a wide spectrum of believe.
James Kauffman, University of Virginia, opposes of inclusion. He defines inclusionais “a policy driven by an unrealistic expectation that money will be saved.” He feels that “trying to force all students into the inclusion mold is just as coercive and discriminatory.” No one should be forced into special education, residential institutions, or inclusion. I do agree that not all children can cope with inclusion.
Proponents to inclusion believe all students belong in a regular classroom. They argue that each student will have their needs met by a “good” teacher. The nature of those needs shouldn’t be a factor. In between proponents and opponents to inclusion is a large group of confused parents and educators.
When discussing inclusion address three important question: “Do we value all students equally?, What do we mean by ‘inclusion’?, and Are there some children for whom ‘inclusion’ is inappropriate?” The wide range of answers to these questions makes inclusion so debatable. This range places advocates for and against inclusion on a wide spectrum of believe.
James Kauffman, University of Virginia, opposes of inclusion. He defines inclusionais “a policy driven by an unrealistic expectation that money will be saved.” He feels that “trying to force all students into the inclusion mold is just as coercive and discriminatory.” No one should be forced into special education, residential institutions, or inclusion. I do agree that not all children can cope with inclusion.
Proponents to inclusion believe all students belong in a regular classroom. They argue that each student will have their needs met by a “good” teacher. The nature of those needs shouldn’t be a factor. In between proponents and opponents to inclusion is a large group of confused parents and educators.