What do teachers REALLY think about inclusion?

Question

What do teachers REALLY think about inclusion?

Answer 1

A fine social ideal, but a horrible educational practice. If the child is severely handicapped, is he truly to be held to the standards of the "regulars"? In science, in math, in what? I much preferred mainstreaming in which the special educator made the decision as to when and where the child stood the best chance of success.

Answer 2

Teachers in theory are all for inclusion. In reality it is never going to happen. This is because some children are never going to be happy with inclusion and also because most teachers do not have the time to devote to helping those for whom inclusion is difficult.

Answer 3

Inclusion is the most successful way to educate students with and without disabilities. It is not always perfect for many reasons (teachers don't have training, not enough resources, not enough classroom aids, no planning time with special educators, gen ed teachers don't want to work with special needs students). However the closer we can get to it the better. Of course, special education requires that a variety of placements be offered, and the student be put in the least restrictive setting where they can function and learn. No one placement works the best for every student.

Answer 4

The "fake" inclusion has created many misconceptions towards the "real" inclusion.  Inclusion is a philosophical movement based upon the notion of educating students with special needs in regular classes for all or nearly all of the day INSTEAD of in special education classes.  Mainstream schools (schools that practice mainstreaming) do not practice inclusion at all.  The "fake" inclusion that is provided in mainstream schools is ONLY for those whose special needs are more intense and cannot be provided in resource room.  Why else do you think there is a special education teacher along with the general education teacher?

What they are only doing is just creating more confusion about the "real" inclusion.  In other words, mainstream schools have plagiarized the "real" inclusion.  Do you think what they did was right? NO! After all they encourage students to not plagiarized when schools do it.  What kind of role model is that? This is something that all teachers should think about.  It's not fair towards the advocates of inclusion who work really hard.

To answer your question, the "real" inclusion is ALWAYS the best way to educate students in my opinion.  Mainstreaming has caused bullying and school shootings to start.  Isn't it about time for schools to change? That's the question that I have been wondering for all those years.

Answer 5

I think more recent grads are more prepared for it than someone who has been teaching 25+ years.  But I think it really depends on the teacher and "why" they got into teaching.

Answer 6

Great question. Think you would get different answers from special ed and regular ed teachers. I also think you would get different answers on and off the record. My personal view is maybe things have gone to far. We seem to have a hard time finding the very important middle.

Answer 7

I am not a teacher yet...but will be soon.  I want to be a high school teacher.

I definitely believe in a least restrictive environment for children requiring special education services.  If they are able to learn in a regular classroom, allow them too.  When they need special education services, provide them with what they need.  I will have no problem having special education teachers in my classroom.  I believe that I will also enjoy having students with disabilities in my classroom as well.

I just have a hard time grasping the idea of full inclusion.  Not because I wish to be a regular education teacher but because I want all my students to learn.  How will a student with a learning disability keep up with a regular education classroom.  I believe that they would learn more at a slower pace in a separate classroom.  If they were in my classroom and could not keep up with the students they would receive nothing out of their education.

Answer 8

if the money was put into school for highly qualified support staff then yeas, but putting pupils with "baggage" and no or unqualified support it just doesn't work!!

Answer 9

I think in many instances it can be great for both typical and atypical children.  I feel it is something that needs to be looked at for each child several times a year to make sure it is still beneficial and not hindering the student with special needs or other students in the class (ex. disruptions etc).  I strongly feel that every child should have the opportunity to participate in a regular ed. room as much as possible, as long as it doesn't affect the classroom in a negetive way as to where the other students are unable to learn.

Answer 10

In my experience, the kids needing special education services like being in regular classes most of the time, especially if they are receiving enough support so that they have successful learning experiences.  They may need opportunities to re-do their work after a teacher provides appropriate corrective feedback, or extra time if they have a disability which slows them down such as dyslexia. I have seen a dramatic behavioral change in students at the secondary level.  Non-disabled peers fuss at them to make them work, they support them in group work, they ask the special ed. inclusion teacher for help as often as their regular ed teacher, so the kids in special ed. don't feel embarrassed asking either teacher for help.  

There are still some problems with assessments and finding appropriate materials.  In schools with co-teachers who actually teach, there is much greater job satisfaction than in systems which have only aides, or where inclusion teachers are treated as aides due to federal or state requirements for "highly qualified teachers."

I can see that it would be a major problem if too many students with disabilities were placed in an inclusion setting without an inclusion teacher available for instruction and support.   One or two, however, usually are manageable without the need for extra staff, depending on the seriousness of the disability.