Full Inclusion: Is It Inclusion or Exclusion? Full inclusion is the term used when children with special education needs are put into general education classrooms. While some children with disabilities are able to maintain themselves academically and/or socially in a mainstream environment, many students do not fair so well. Due to their issues, students are unable to progress at the same rate as their peers, and in most cases demonstrate appropriate behavior for a typical classroom. These behaviors cause disruptions to the class, endangering their classmates learning as well as their own. Full Inclusion can often be more detrimental than beneficial not only to students with special needs, but to their general education peers.
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An example of one of these challenges comes from a man named Jonas Moore, a reporter named Siri Carpenter interviewed Moore, who has autism about his life. When Moore was asked how his disorder affected him socially he reported that “he finds relationships challenging. In the past he has been quick to anger and has had what he calls ‘meltdowns.’ Those who do not know he has autism can easily misinterpret his actions” (Carpenter, 1). When put into a typical school setting, meltdowns will alienate classmates, whereas in a special education class there is trained staff everywhere who are experienced in dealing with these kinds of behaviors, along with peers who understand meltdowns, and have similar issues themselves. Those who argue for inclusion will state that the general education students serve as role models for their mentally disabled peers, however often times the roles are reversed. According to a study performed on an inclusion classroom, children without special needs “were more likely to act out in the classroom or struggle with social skill”(Constantinescu and Samuels) when sharing a classroom with a child with a mental
Background: …show more content…
An example of one of these challenges comes from a man named Jonas Moore, a reporter named Siri Carpenter interviewed Moore, who has autism about his life. When Moore was asked how his disorder affected him socially he reported that “he finds relationships challenging. In the past he has been quick to anger and has had what he calls ‘meltdowns.’ Those who do not know he has autism can easily misinterpret his actions” (Carpenter, 1). When put into a typical school setting, meltdowns will alienate classmates, whereas in a special education class there is trained staff everywhere who are experienced in dealing with these kinds of behaviors, along with peers who understand meltdowns, and have similar issues themselves. Those who argue for inclusion will state that the general education students serve as role models for their mentally disabled peers, however often times the roles are reversed. According to a study performed on an inclusion classroom, children without special needs “were more likely to act out in the classroom or struggle with social skill”(Constantinescu and Samuels) when sharing a classroom with a child with a mental