Art Of Inclusion Essay Research Paper Full — страница 3
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par.6). The policy of full inclusion says that all students should be educated in general education classrooms, and that this policy should be implemented immediately with all students. Such a policy is different then the idea of a least restrictive environment as it was written in the law (Crawford, par.2). Teachers are not fond of the idea on inclusion either. Disabled students only make their jobs harder. When a teacher gives a test they often have to explain each question in depth. This process is rather time consuming. One problem is that most teachers have a lack of training. For example, one boy that was placed in a regular class, threw many tantrums and had difficulty with toilet training. The teacher did not have the type of training to deal with this type of behavior. Teachers also were spending more time with their special education students causing them to have less planning time for the rest of the class (Hildebrand par.5-6). The issue of general education teachers preparedness for the great task of educating students with special needs (Stoler par. 18). The school systems will just have to change in order to meet the needs of an even greater range of students. Here is a brief analysis of what might have to occur in order to get the education system adequate enough for full inclusion to be successful. Thousands of teachers with have to be trained, and teachers will resist this process, so a great amount of persuasion will be needed, not to mention it will require plenty of new certified staff. This would likely occur because of the tight budget which is usually a given. There I no doubt that every child, regardless of abilities, disabilities, problems, or status, has a right to a free public education. But that does not mean that any particular child has a right to a particular child has a right to a particular placement in a particular class or a particular school. (Noll 198) I truly believe that supported inclusion is a practice that has helped thousands of students. I argue, however, that full inclusion violates the least restricted environment and individual education planning and does not prove to benefit the needs of a disabled student.