My Philosophical Statement Of Inclusion

I believe that education is the key in developing today’s students into tomorrow’s leaders. Education is the basis on which individuals develop their self-concept and the desire to become more knowledgeable. I want to become an educator because I am interested in helping elementary students become active learners and also to assist with their social skills. I believe I can make a difference to many students as they start their educational foundation. I feel that all teachers should possess the desire to devote their hard work and efforts to their students’ educational success. I view teaching as not only one of the most respected careers, but also as one in which the rewards are great and many

Inclusion is beneficial for all students in a general education classroom, not just the students with disabilities. Inclusion teaches all students understanding, compassion, respect, and acceptance of others. Students with disabilities are able to learn from peers and teachers alike. Inclusion also boosts a student’s confidence because they feel accepted within the classroom, the school, and the community. Inclusion leads to more success in achieving the goals set forth in the IEP. The Common Core State Standards go hand in hand with inclusion because they address the knowledge and skills

In elementary school, my classroom had students with and without disabilities, and we all shared the same space while working towards a common goal, but over time this diverse community diminished. This phenomenon of tracking and hierarchy of opportunity in education that I notice today is also responsible for creating an environment in which secondary special education is often a segregated locale, physically and socially removed from mainstream public schooling. I've witnessed Syracuse University push against this norm and challenge these boundaries time and time again, and I feel that before entering my own my classroom I want to address these issues of homogeneity and continue to build my tool box of inclusionary practices that extend past my current

Inclusion can be defined as the act of being present at regular education classes with the support and services needed to successfully achieve educational goals. Inclusion in the scholastic environment benefits both the disabled student and the non-disabled student in obtaining better life skills. By including all students as much as possible in general or regular education classes all students can learn to work cooperatively, learn to work with different kinds of people, and learn how to help people in tasks. “As Stainback, Stainback, East, and Sapon-Shevin (1994) have noted, ‘...the goal of inclusion in schools is to create a world in which all people are knowledgeable about and supportive of all other

Students with special needs need deserve the same education general education students are presented with. The philosophy of “ Disability Inclusion” concentrates on creating a safe, loving, and effective learning environment for students who suffer from physical, learning, and behavioral disabilities. When a student with disabilities is placed in the same environment as a non-disabled student, the results show wonderful improvement. When we are able to discover the strength of the student we are able to see just how much the student can improve in an inclusion classroom. Disability Inclusion not only sets a new beginning for an equal education of special education students, but it allows for more interaction with the child, and a more hands-on assessment.

During the ten years that I have worked in primary education inclusivity has played an increasingly important part when considering how the curriculum can be delivered and how a classroom can be managed to ensure that it is accessed by all children. Experience of working within a primary classroom has shown that the accommodation of students with Special Educational Needs (SEN) and the delivery of inclusive lessons have had a vital part to play when determining classroom

I know that in today’s society more and more special learners are placed into the classroom. Getting to know your student will help you greatly. Parents can often be a huge help! Most are more than willing to help you understand their child more. I also believe having a welcoming environment for all students is greatly needed. If the student does not feel welcome in my classroom I will talk with other staff and parents to help see how I can accommodate. If the student does not feel comfortable in an elective class I could speak with the teacher and figure out ways to resolve this. Some special learners feel left out and have a difficultly interacting socially with other students. One way I can help with this is by assigning or having volunteers for lunch buddies. I believe this could help students to understand each other

The teacher needs to prepare students to be accepting of the special needs students by being honest about the nature of the child's disability and/or behavior difficulty. Although inclusion seems like a great idea that should be of some form of benefit for all involved, if not handled properly it can become a very stressful situation

Truly inclusive classrooms may include students with specialized needs who are fully mainstream in the general education classroom. They may also include students with specialized needs who are served both in the general and special education classroom. Whichever the case is, general education teachers need to create a democratic and inclusive learning community that provides all students with the opportunity to succeed both academically and behaviorally in the general education setting. However, general education teachers

Inclusion in classrooms can further benefit the communication skills and sense of community among students with and without disabilities. “Children that learn together, learn to live together” (Bronson, 1999). For students with special needs, inclusive classrooms provide them with a sense of self-belonging. The classrooms provide diverse environments with which the students will evolve feelings of being a member of a diverse community (Bronson, 1999). For students without disabilities, they learn to develop appreciation of the diversity. The classrooms provide many opportunities for the students to experience diversity and realize that everyone has different abilities that are unique and acceptable. From this realization, the students will learn to be respectful for others with different characteristics (Bronson, 1999). Inclusion in classrooms is beneficial to all students’ individual and community growth.

Inclusion is a type of teaching that is being researched by many school districts across the country. It is the act of combining special education students in a regular classroom environment. Inclusion is a very controversial topic when it comes to the education of children, both regular and special education students. There are many beliefs in the welfare of all students and their ability to learn and function together. This belief has put a damper on school districts adopting the program of full inclusion. People feel that this will cause problems in the classroom for both general education and special education students. They feel that it will be a distraction for all students and that it will harm both their

Inclusion is a hard word to define, but in the classroom, inclusion is about including all children. For children with developmental disabilities, they might be used to being in a program that pulls them outside of the classroom for full concentrated lesson in a subject they test below average in. Students that are in pull out programs may be missing a lot of social interaction other students are getting, that is where inclusion comes about, trying to include all the children and making sure they get the same education, stigma free. In the early childhood classroom it is important for students to feel like they fit in, and have social interaction, therefore I agree with inclusion in the classroom. As a teacher, knowing exactly what

Many children have had learning disabilities for many years. Each year more and more of these children are being helped. Schools are working to improve their special education programs and to have all kinds of students work together in the same classroom. The practice of inclusion was started because educators felt that special needs students would achieve more in traditional classrooms with non-learning disabled students than they would in special education classes. However, research findings suggest that there really is no difference in academic achievement levels for special needs students when they are placed in regular classrooms.

In a perfect world, everyone would be accepted just because we are all human beings, but, that is not the case. Children with special needs have been subjected to everything from separate classes and schools to institutions and facilities for years. With the passing of laws children with special needs were taken into consideration and the need for inclusion was brought forth. Inclusion is when all students learn, participate, and contribute to all aspects of the learning process.

Over the past twenty years, there has been a strong movement within schools around the United States to integrate students with disabilities in to general education classrooms. Schools have been making more efforts to increase educational opportunities for students with disabilities, and while there are many benefits to inclusion, there are also many challenges. Inclusion of special education students in a regular education classroom continues to be the center of debate amongst administrators and teachers. Everyone has their own ideas and attitudes towards inclusion, and research studies have revealed that there are many things that contribute to those positive or negative attitudes.