Abstract

In this study we try to explore the concept of “Inclusion” in a holistic context. The main focus of the research is on “Inclusion” and its relation with “Education”. The research also analyzes many aspects of “Inclusion” and tries to gauge its effect on “Society”. Finally the research describes various factors which are responsible for “Inclusion” and tries to describe the overall effect of “Education reforms” on “Inclusion”.

Inclusion

Thesis Statement

“. Inclusion must be based on the student's needs, with success for this practice evident in schools”.

Introduction

Inclusion is not defined in any federal legislature; as a result, the definition of inclusion has varied through several educational reform movements. School systems have defined inclusion according to the beliefs and philosophies of the districts. Dissent among parents and advocacy groups regarding inclusive practices is common. This entry provides a brief history of inclusive practices and the continued differing opinions as to the effectiveness of including students with special needs in the general education setting (Fitzgerald, pp.753-67).

Discussion

In inclusive settings, there are no eligibility criteria. The general education teacher has primary responsibility for the students with disabilities in his or her classroom. Students with disabilities are members of the general education classroom in the same way as are students without disabilities. Students with disabilities would not be removed from the general education classroom for failure to make progress. Instead, additional supports or instructional methods would be applied to accommodate the student's needs within that setting. If changes in behavior occur, students would not be removed unless they posed a threat to themselves or to other students or in the event that the behavior caused consistent disruption to the academic progress of others. Instead of removal, assessments, such as a functional behavior assessment, would be performed to determine additional supports necessary to continue a student's participation in the general education classroom. Mainstreaming is primarily centered on altering the student to fit the environment. Inclusive practices are centered on altering the environment to fit the student's needs(Hanley & Lana, pp. 56-113)

In addition to a student's supports and services being delivered in the general education environment, inclusive settings include an expectation of student participation and progress. In each general education setting, specific learning outcomes for student achievement are identified. The student's inclusion in a general education setting is for meaningful activities that promote academic and social growth. There is an expectation of reciprocity: The student gains something from the general education setting and also contributes something to the general education setting. This expectation of reciprocal engagement is another defining difference between inclusion and mainstreaming (Friend & Cynthia, pp. 125-32).

Early Efforts: 1970s-1980s

In 1975, the Education for All Handicapped Children Act (Public Law 94-142) was signed into law, guaranteeing a free, appropriate public education for all children, including those with disabilities. Prior to the passage of this law mandating that schools serve all children, the traditional placement for a student with physical or mental disabilities was a self-contained program run by an agency such as the Easter Seals Foundation, with minimal involvement ...