Personal Debate

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Dec 6, 2023

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PERSONAL DEBATE PAPER ASSIGNMENT EDUC 723 Personal Debate: Inclusion Elizabeth R. Strople School of Education, Liberty University Author Note Elizabeth R. Strople I have no known conflict of interest to disclose. Correspondence concerning this article should be addressed to Elizabeth R. Strople Email: erstrople@liberty.edu Course Number: EDUC 723 D02 Liberty University 8 August 2021 Page 1 of 7

PERSONAL DEBATE PAPER ASSIGNMENT EDUC 723 There have been numerous debates over the past decade about the inclusion of special education children in general education classrooms. The majority of debates center on how learning settings will negatively affect general education pupils. Arguments in support of inclusion point to long-term benefits such as improved test scores, attendance, and secondary opportunities. For Inclusion Special education students should be included in general education classes for a variety of reasons. One reason, according to the center, is because it is required by law. The Education for All Handicapped Children Act was passed by the United States Congress in 1975. It was later renamed the Individuals with Disabilities Education Act, or IDEA (Idol, 2006). This statute stipulates that all children must receive an equitable education in order for a public school system to receive federal funds for education. IDEA requires that pupils be educated in the least restrictive environment possible. In other words, every child identified with a disability is required to spend as much time as possible in a general education classroom with students who do not have disabilities. In addition, any child has a moral and ethical right to be included. Children with impairments who are placed in the same learning environment as their peers, according to research, would not only benefit from the experience, but will also be able to contribute to the education of others. Children with impairments see and acquire appropriate behavior and social skills that are required in today's society. Kids with disabilities can also teach students without disabilities about the need of patience, tolerance, and diversity, which are all important in today's environment. Page 2 of 7

PERSONAL DEBATE PAPER ASSIGNMENT EDUC 723 Finally, the civil rights movement emphasized education and inclusion as rights, stating that separate is not equal. As a result, students with disabilities cannot be excluded from the same activities, experiences, or education as children without impairments. Furthermore, students with disabilities who are educated in inclusion classes outperform their classmates who are educated in self-contained classrooms academically. According to research, if given adequate support, about 85% of children with disabilities can master standard subject in a general education classroom. Students with disabilities who are placed in general education classes receive more instructional time, have fewer absences, and have more post-secondary options (Stokes, 2017). Against Inclusion The concept of inclusion does not have universal approval. Some argue that teachers lack the required resources, training, and support to properly educate kids with disabilities in general education classrooms. People claim that inclusion goes beyond the classroom's constraints; as a result, too much time and resources will be given to individual kids, obstructing the learning of the rest of the class. According to Boyle, the majority of regular education teachers say they lack the necessary training, resources, and skills to effectively deal with and educate pupils with disabilities (2012). This viewpoint can result in undesirable effects for all parties concerned. It is, nevertheless, the entire staff's job to contribute positively to the students' experience. Every member of the administrative team has the ability to improve the experience of instructors and students. Administrators frequently express support for inclusion when, and only when, special education students can integrate into the general community; however, this contradicts the fundamental meaning of inclusion. Researchers discovered that when general education students were placed in the same classroom as special education students with emotional or behavioral issues, they were Page 3 of 7

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PERSONAL DEBATE PAPER ASSIGNMENT EDUC 723 negatively affected. Students in general education who shared a classroom with students with emotional and behavioral impairments had higher absences, worse math and reading scores, and were more likely to misbehave in class or struggle with social skills, according to research (Concerns About and Arguments Against Inclusion and/or Full Inclusion). Students with disabilities in general education classrooms are less likely to participate in classroom activities than students in a more restrictive environment, according to data. As a result, they aren't given the opportunity to interact with peers who have similar disabilities, which can lead to a lower positive self-image. Conclusion After reading the studies and other papers, I can claim that there are rational arguments for and against including special education children in general education classes. However, I believe that when adequate preparation, resources, and support are used, placing students in the least restrictive environment is best for everybody. I also believe that each student's impairment should be evaluated on an individual basis, as this is not a one-size-fits-all solution. Students whose actions have the potential to seriously disrupt a classroom on a regular basis should be taken into account. Further, I feel that in order for inclusion to be properly implemented, teachers should get adequate training, tools, and support. I also feel that administrative attitudes influence how special education pupils are educated at their school. All administrators must have a good attitude and view toward inclusion, and they must continue to learn and develop their skills in order to implement effective methods and policies. All children, regardless of disability, learn in different ways and require a variety of assistance to ensure that they grasp the requirements. All students may and should benefit from ensuring that teachers provide differentiated education. In Page 4 of 7

PERSONAL DEBATE PAPER ASSIGNMENT EDUC 723 general education, differentiation and the usage of the co-teaching approach emphasize satisfying the needs of all students, regardless of their skill level. Page 5 of 7

PERSONAL DEBATE PAPER ASSIGNMENT EDUC 723 References: Boyle, C. (2012). Teachers’ attitudes towards inclusion in high schools. Teachers and Teaching, 5. https://doi-org.ezproxy.liberty.edu/10.1080/13540602.2013.827361 Concerns About and Arguments Against Inclusion and/or Full Inclusion. http://www.sedl.org/change/issues/issues43/concerns.html Idol, L. (2006). Toward Inclusion of Special Education Students in General Education: A Program Evaluation of Eight Schools. Remedial and Special Education, 27 (2), 77–94. https://doi.org/10.1177/07419325060270020601 Stokes, J. E. (2017). Promoting Social Inclusion in High Schools Using a Schoolwide Approach. Inclusion., 5 (3), 173–188. https://doi.org/10.1352/2326-6988-5.3.173 Page 6 of 7

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