The video we say in class opened up my eyes; it was my first glimpse into “inclusive” classrooms. It educated me on a topic I was unaware of completely. I was delighted by what I saw. The presence in a classroom of individuals with some physical difficulty seemed to bring out genuine affection and care from the other students. Perhaps in good part because of the presence of a special needs child, these classrooms have become caring and joyful communities. I wonder if that is generally true for inclusive classrooms.
There’s no doubt that the tasks of a teacher in an inclusive classroom are greatly multiplied, which could be one argument against inclusion. However, this drawback can be overcome by providing these teachers with teaching aides.
One could also argue that the needs of the “special needs” student may very well not get met in a regular classroom. Clearly a careful evaluation on a case-by-case basis is needed before a decision is made about the best environment for the special education student. A child such as this could spend part of the school day in a special education class and part of the day in a regular class. In any case, I see a tremendous social benefit of an inclusive classroom for all concerned as long as it is in the best interest of the special needs child. There was no doubt in the video that the classroom experience was richer because of the presence of the special needs child.
There are several issues I’m likely to face as a teacher as it is quite probable that I will be in a classroom of this type. How will I handle the additional demands on my time to both teach my class and to make a good learning environment for the special education student in my class? I noticed in the video that the students themselves looked after and assisted the handicapped child in their class. It seemed that the teachers in these classroom had succeeded in fostering this attitude of inclusion. That, of course, would be my goal. But I imagine that much thought and planning and dedication is needed to successfully manage an inclusive classroom.
Some of my life experiences have predisposed me to be inclusive in my attitudes. As a white child growing up in a Latin culture (Costa Rica) I experienced a culture that is by its nature quite inclusive, at least on some levels. I also experienced exclusion based on my color at times, and so I’ve experienced the hurt associated with exclusion. Another valuable experience for me was to have the opportunity to work for a school year as a teacher’s aide in a special education school. I worked with children with a variety of different issues. I came to admire the cheerful spirit and loving nature of so many children that were so-called handicapped.
You make a really good observation in that the children looked after the student who had the disability. That does seem to be so true! Children are much more gentle and caring if they see that this individual will be part of a group and just needs a little help here and there. They adapt, and become nurturing.....almost protective of their classmate. On the other hand, many students who have been identified as special needs appear outwardly to be just like their peers. They don't have a wheelchair, braces, or any other appliances that would show they are impaired in any way. When the appearance of a disability is not shown, children react differently. They are more prone, in my opinion, to not include their classmate. Is seems if children will exclude the "stupid" or "slow" children from their groups. Another thing to consider is that the availability of an assistant in the classroom is not promising. Most of the inclusion done today is basically a sink or swim with the general education teacher. She might get some support, but for the most part it will be minimal. This is something that must be considered when entering a new job. Just asking what their view on special education is and how you will be supported in the classroom would probably give a better picture if you'll be the sinker or the swimmer. :)
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