Intellectual Disabilities and Inclusion

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 a child to the services) 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.

http://www.weac.org/

From Special Education in Ontario Schools Normalization: The Principle of Normalization suggests that people with disabilities should be seen for their similarities with their non-exceptional peers rather than their differences, and be interacted with in a manner consistent with these individuals' strengths, not their weaknesses or diagnostic label. They should be allowed to thrive in the larger society to the maximum possible extent, consistent with their chronological age and adaptive ability. Though this principle is widely accepted today, it wasn't always the case.

Inclusion: Including persons with intellectual and developmental disabilities without reservation in mainstream society is still an issue, in large part because of conflict that seems to arise out of the impatience of the supporters of inclusion, and the guarded hesitancy of the larger society. At the most liberal end of the spectrum are those who argue that all persons should be fully included in society immediately, and most especially in schools.

            It is not that educators reject inclusion, but rather that some prefer a more cautious approach or are concerned that appropriate supports are not provided. Teachers regularly argue that students should be considered on an individual basis, for not all students are ideally suited for immediate inclusion, and that consequences can be potentially disastrous for everyone involved.

Empirical evidence shows that generally children who begin their school lives in inclusive classrooms treat that environment as natural. And most of the time, the inclusion is successful and continues to succeed for all children as they grow. Where success is not universal is in those situations where the inclusion does not start until later grades, and where it is arbitrary.

Intellectual Disabilities- Issues related to inclusion

Pro

 All children should be educated in neighbourhood school within general classrooms.

With support, general education teachers can include all students.

Typical students become more accepting of human differences and show less discomfort interaction with people who have disabilities.

Curriculum can be modified.

Inclusion provides access to social relationships in normalized learning environments.

Typical peers accept students with severe disabilities. Inclusion removes the stigma associated with segregated placements.

Cautions

 Inclusion implies substantive changes in classroom structures, the conceptualization of professional roles and a continuous need for collaboration.

 Intense needs challenge the boundaries of practitioner knowledge and organizational support.

Student may take up an inordinate amount of teacher time

Teachers feel that they have limited resources and are not properly trained.

Teachers require very specialized expertise.

Generally, the more sever the disability, the more negative the attitudes some teachers have towards inclusion.

Not all children are on the same academic level, and those with disabilities may fall behind.

Training often emphasizes early developmental skills usually thought of as too routine or too basic to be part of a regular instructional program.

Children’s educational rights must be at the forefront: students require education that prepares them for adult independence.

For total functioning and future needs, children need access to alternative and specialized curricula and experiences.

Most children with severe disabilities do not know how to conduct themselves socially, and therefore must be monitored for inappropriate social behaviour.

The intellectual gap between students may be too great for interaction to occur.

Children with disabilities do not interact with peers unless they are supported and encouraged to do so.

Winser, M. (2008). Children with Exceptionalities in Canadian Classrooms (8^th e d.).

Toronto, Canada: Pearson Prentice Hall, pp 478-479