Inclusion of children with behavioural disorders has been a prominent issue for decades. Many experts stress that for children with mild behavioural disorders, the general classroom is the best delivery model. With support, appropriate programming, and individualization, teachers can instruct and manage these students. However, for students with serious and violent behaviour, inclusion may not be the best idea. These students are rated the least accepted and most stereotyped of all exceptionalities. This is often the last group considered when inclusive options are available.
The decision to place a child in a general classroom involves multiple factors:
i) the extent to which a student's behaviour deviates from what is normal for that age and grade
ii) response to interventions- is there a failure of conventional strategies?
iii) is the general classroom the safest, most productive place? Is the child receiving the positive aspects of life in school? Are they having fun and learning?
Although it is hoped that general education will become more accomodating to students with disabilities, it is doubtful that regular schools will ever be able to provide an appropriate education for all students with emotional or behavioural disorders.(Kauffman, 1995) 6-10% of children have emotional and behavioural problems that seriously impede their development and require treatment if they are to function adequately in school and in society. Observational studies suggest that most regular classrooms are not characterized by the strategies known to be effective with these students. Very significant changes in what teachers know and do will be required before these teachers are prepared to create the minimum conditions necessary for the success of students with behavioural disorders wile also providing an appropriate program for nondisabled students.
An Alternative Definition of Inclusion
A narrow, highly restrictive definition of inclusion requires that all individuals occupy a common space, regardless of whether that space has the features appropriate for their needs; it assumes that every place can be structured to serve every individual's needs. A more adaptive and humane definition of an inclusive school system is one that allows for a variety of placements that offer the conditions under which every individual feels safe, accepted, and valued and is helped to develop their affective and intellectual capacities. Such a definition recognizes that in some cases there will have to be different placements for different individuals.
Resources
Kauffman,J.M.,Lloyd,J.W.,Baker,J.,&Riedel,T.M.,"Inclusion of all students with emotional or
by Jennifer Seifreid
I believe that inclusion, although a great theory, will never be the end all when it comes to education. There is just too broad a spectrum of disabilites, from severe too mild, that a regular classroom simply cannot accomodate, despite best intentions. The blog states that the classroom placement should be based on the "safest most productive place" for the exceptional students as well as the regular students. Sometimes this is not a regular classroom, depending on the behaviour or disability.
ReplyDeleteI totally agree with Tanya. While inclusion is what we strive for, especially us as future EAs, the general classroom may not always be the "safest most productive place". With support, the students with mild behavioural disabilities will probably benefit from the general classroom without consequences to the other students. As the disabilties get more severe, the safety of the other students must be considered.
ReplyDelete