Inclusion of all children with disabilities in regular classrooms seems to be the law of the land. But is it the right thing for all kids? And how are parents, teachers and regular education peers handling it?
What is INCLUSION? -- the idea that all children, including those with disabilities, should and can learn in a regular classroom.
In order to discuss the concept of inclusion, it is first necessary to have a common vocabulary. Research Bulletin Number 11, 1993, from Phi Delta Kappa's Center for Evaluation, Development, and Research provides a useful set of definitions.
Mainstreaming - Generally, mainstreaming has been used to refer to placement of special education students in one or more "regular" education classes. Proponents of mainstreaming generally assume that a student must "earn" his or her opportunity to be placed in regular classes by demonstrating an ability to "keep up" with the work assigned by the regular classroom teacher. This concept is closely linked to traditional forms of special education service delivery.
Inclusion - Inclusion is a term which expresses commitment to educate each child, to the maximum extent appropriate, in the school and classroom he or she would otherwise attend. It involves bringing the support services to the child (rather than moving the child to the services [in a separate class or school]) and requires only that the child will benefit from being in the class (rather than having to keep up with the other students). Proponents of inclusion generally favor newer forms of education service delivery.
Full Inclusion - Full inclusion means that all students, regardless of handicapping condition or severity, will be in a regular classroom/program full time. All services must be taken to the child in that setting.
In addition to problems related to definition, it also should be understood that there often is a philosophical or conceptual distinction made between mainstreaming and inclusion. Those who support the idea of mainstreaming believe that a child with disabilities first belongs in the special education environment and that the child must earn his/her way into the regular education environment.
In contrast, those who support inclusion believe that the child always should begin in the regular environment and be removed only when appropriate services cannot be provided in the regular classroom.
Although limited, the consistency with which existing studies indicate that inclusion does not harm non disabled children are encouraging.
The benefits of inclusion for all students require active mediation of the experience by teachers, as well as the transfer of resources from traditional special education programs to support children placed in regular class. - Staub, D. (1995) What are the outcomes for non-disabled students? Educational Leadership
Special needs students educated in regular classes do better academically and socially than comparable students in non inclusive environments. The effects of inclusion are positive and worthwhile, but they are not huge. To reduce the gap between special and regular students requires both inclusion of special needs students and effective educational methods for all students. - Baker, E., Wang, M, and Walberg, H. 1995 The effects of inclusion on learning: synthesis of research. Educational Leadership
