ConVal School District: Special Education

The Benefits of Inclusive Education

The segregation of people with disabilities and the lack of opportunities for routine and natural interactions has allowed society to develop myths, fears, and prejudices about those who are perceived as different. Despite changes in law and public policy many people continue to have little interaction with children or adults with disabilities. An increased public focus on the rights of people with disabilities has encouraged a growing commitment to educate all students in their neighborhood schools. This concept, referred to as Inclusion, provides all students to be educated in regular education classes in their neighborhood schools and incorporates the supports provided to students and teachers so that all can be successful.

There are numerous benefits to all students, teachers, and the community incorporated through the inclusion process. A significant benefit of inclusive education is providing students with disabilities the same opportunities to expand their knowledge and interests as students without disabilities. An enriching education benefits students of all abilities by providing them with the information and experiences they need to make informed choices about their use of free time, their continuing education, and their career. When students with disabilities are educated in special education classes their curriculum is often less varied than that in the regular classroom. Typically, special education classes focus more on 'functional skills' and less on subjects such as science, fine arts, literature, and social studies. Students who attend these special education classes are less likely to receive the rich experiences that regular education has to offer.

Students participating in common classes share experiences and develop similar interests, both essential to forming relationships. It is through watching and interacting with others that often helps one to gain information and develop new skills. By separating a student from his peers he is denied the basic opportunities to learn what is expected of someone his age. By working together students observe the ways others are successful and copy these behaviors. As children learn and play together they are provided with opportunities to learn what is appropriate behavior.

When people with disabilities are kept apart from society there are fewer opportunities for friendships to develop. Students with and without disabilities are able to develop meaningful relationships when they are learning side by side with every student's contribution to the class being valued and when peers offer each other support and encouragement (Tashie, Shapiro-Barnard, Schuh, Jorgensen, Dillon, Dixon and Nixon, 1993). Social skills are crucial to make friends, to be accepted by others and certainly vital in successful adult living.

Ideally, when a student with disabilities is included in a regular classroom a team of special educators is available to join with the classroom teacher to modify curriculum and material, and to assist in developing strategies for a student or students in the classroom. These professionals may spend time in the classroom assisting the student to participate in classroom activities or they may consult with the classroom teacher regarding ways to increase a student's participation during class lessons. These additional professional personnel in the classroom benefit not only the student with disabilities, but the other students and teachers as well as the student with disabilities. Special educators can bring skills and resources into the classroom that will enhance the education of all students.

The special education teacher, sometimes referred to as the Inclusion Facilitator, has the responsibility of providing support to the classroom teacher so that (s)he can best educate all students in the class. Support may include assisting with curriculum modification strategies, co-teaching, and accessing equipment and/or technology support. For example, changes in a classroom structure may lead to a more improvisational mood as some students may clarify ideas for others.

Paraprofessional personnel, such as teaching assistants, can be assigned to classrooms to offer support to teachers or students. The teacher and all students will benefit by this additional help in the classroom. A paraprofessional in the classroom should assist the classroom teacher in maximizing the educational experiences of all students. Many problems could be solved by giving other students individual attention when they need it. It is important that the assistant be assigned to the class and not to an individual student. Connecting an assistant with a student could be an obstacle to full inclusion. While the need for the assistant may be due to the student with disabilities in the class, the role of this individual is to provide support to the teacher and to all students in the classroom. The classroom assistant takes their lead from the classroom teacher so that they can best teach all students.

The classroom teacher therefore becomes the primary educator for all of the students in the classroom and relies on the inclusion facilitator and other related service personnel to provide the supports necessary for success. Related service personnel play a valuable role in supporting students and teachers in an inclusive school. In addition to direct support to students, related service personnel must provide consultation to teachers, classroom assistants and parents on how to support a student in all environments. Special education professionals serve as consultants to aide classroom teachers in meeting the needs of all students so that every child experiences optimal learning, is valued and respected, and has maximum interaction with peers.

To facilitate an inclusive classroom it is important to provide school personnel with training opportunities to increase their abilities to educate student with diverse abilities in their classrooms. There should be continuous pre-service and in-service education focusing on attitudes that enables all teachers to work effectively with all students.

Inclusive education benefits not only students with disabilities, but provides a variety of benefits for students without disabilities, teachers, schools, and communities. All students with and without disabilities will gain valuable skills and experiences together when regular education curriculum changes to include community learning and cooperative skills. Since the inclusion policy has been implemented in West Felician Parish, Louisiana, the identification of special education students and elementary-level discipline referrals have decreased, standardized test scores have increased and many students from private school settings have enrolled in the public schools (Tompkins, Cooper 1993). In another study done in Dexter, Michigan the differences in academic achievement of regular education students in non-inclusive classrooms and of same-grade students in special education inclusion programs were compared in a particular elementary school in grades 2 - 4 during 1989 - 1991. The results showed that the non-inclusion regular education students did not exceed the academic growth of their counterparts who participated in inclusion programs on either reading or mathematics. Under the circumstances described for inclusion classrooms, regular education students' academic achievement was not negatively affected. Results suggest that concern for regular education students' academic progress should not deter educators from initiating special education full-inclusion programs (Liddiard 1991).

Finances are often a consideration when discussing inclusive education. Roahrig reports on a fiscal analysis of a special education inclusion program and compares costs for instruction, administration, transportation and staff development. The study related inclusive programs in four pilot elementary schools with cost for traditional special education services in nine other elementary schools in the Greater Clark (Indiana) School Districts. Findings were that the costs were slightly less in the inclusion model.

In conclusion, including all students in regular education classes in neighborhood schools allows students and teachers opportunities to meet, interact with, and develop relationships with students of varying abilities and disabilities. Students and teachers get to know one another as individuals, not simply on the basis of labels or disabilities. "The regular inclusive classroom community becomes a place where all can freely offer support and all can freely receive it, a place where doing something a bit differently is valued and respected and a place where the diversity of our human community is celebrated" (Tashie, et al p. 23). Educating all students together insures that everyone will be better prepared to face the challenges of a diverse and changing society.

by Deb Gouveia, July 1997

Resources

EST - What is it?

The Benefits of Inclusive Education

Learning Disabilities

Local Organizations and Government Agencies

Autism Resources

Parent Guidebooks on Special Education

NH State Resources