Rachel March 1

12/21/16
Inclusion of Children with Special Needs in Elementary Education

Inclusion of Children with Special Needs in Elementary Education

The early years of a persons life are essential for development not only physically, but
cognitively, emotionally, and socially. For this reason, there are always arguments surrounding
early and elementary education. Whether it be the way that children are taught, the environments
they are taught in, or the content of what they are learning, there is always controversy within the
field of elementary education. Since this is the case, one common argument is whether or not
children with special needs, who learn differently from other children, should be taught
inclusively with other children their age, as opposed to being taught in a more personal setting
(solely through special education). This has become an issue based not only on education, but on
political correctness and equality. Although many argue against the inclusion of children with
special needs in general education classrooms, this leads others to question why these special
needs children should be denied equal access to the regular education that all other students are
provided. To avoid discrimination in school systems, many teachers have found ways to make
inclusive classrooms work well for special needs children, thereby allowing them to interact and
learn just as an average student would. Inclusive education is essential for the promotion of
equality within society and for allowing children with special needs to live and learn normally
and productively.
Many people who make claims about inclusion confuse the word with two other related
subjects: mainstreaming and special education. Although inclusive education stems from
mainstreaming and holds many similarities to both mainstreaming and special education, it takes
inclusion and equality even further than these other two forms of education. Special education is
the subsystem of general education that has evolved to provide services to students who fail to
profit from the menu of experiences provided in general education classrooms (Algozzine 9-
11). Students who are taught in special education classrooms are taught alongside other children
with disabilities by teachers trained specifically in the Special Education field. This provides the
children with more one-on-one teaching and with secluded classrooms away from other non-
disabled children of their age. Children who qualify for special education are those who lack in
any cognitive, behavioral, physical or academic skills, and therefore need special training in
these areas (Algozzine 3-7). Inclusive education classrooms hold essentially the opposite
learning setting of special education classrooms. Inclusion in education involves keeping
 Rachel March 2
12/21/16
Inclusion of Children with Special Needs in Elementary Education

special education students in regular education classrooms and bringing support services to the
child, rather than bringing the child to the support services. (Rasch 1). Instead of teaching the
children in an isolated classroom, the special needs children are taught in a normal classroom
with other children of their own age who are not disabled. This also varies from mainstreaming,
which attempts to allow the disabled child to learn in a regular classroom but pulls the child out
during the day to bring them to special support services. These services include, but are not
limited to, literacy and math programs more suited to the childs learning style, counseling or
meetings with therapists or psychologists, and language specialists (Rasch 1). In inclusive
classrooms, special education teachers work with regular education teachers in regular
classrooms (Rasch 1) instead of working in separate special education classrooms or
mainstreaming pull-out programs. While mainstreaming allows the disabled child to be in the
classroom for most of the day, the pull-out programs often isolate the child by not allowing them
to remain in class like a normal student. These three ideologies teach children with special needs
in very different ways. The increasing popularity of inclusion has therefore caused a controversy
between those who support each type of education. Through a variety of accommodations by
schools and their staff, inclusive classrooms can be successful for appropriately teaching both
special needs and average students in the same setting, thereby increasing the practice of
equality and acceptance within these schools.
Inclusion is not only gaining popularity because of the success it has had in teaching
special needs children, but because it promotes equality far more than both special education and
mainstreaming. By never removing the disabled child from a normal classroom setting, children
are taught in the same way and education is equal for all children. For many, the main goal of
inclusive education is to respond adequately to diversity in race, social class, ethnicity, religion,
gender and ability and to eliminate social exclusion (Avissar 974). If those involved in an
inclusive school system work hard and take the right step then all students, both disabled and
non-disabled, can successfully learn and progress just as any other students in a normal
classroom. In addition, all involved can progress even more by being exposed to equality in their
education system. The most important aspect for a successful inclusive classroom or school
system is a positive attitude from all of the people who are involved in the process. This includes
classroom teachers, principals, administration, special education teachers, parents, and students.
 Rachel March 3
12/21/16
Inclusion of Children with Special Needs in Elementary Education

To achieve a good attitude from everyone, there must be a mutual understanding about the
importance of inclusion. A study done in 2013 showed that around sixty-five percent of mothers
of children with special needs found that inclusion facilitated their childrens adjustment to the
real world and gave them a chance to participate and interact with their classmates (Aral, 158).
Although children with special needs may learn differently, they still need the interaction with
peers that a normal child benefits from in the classroom. As we strive for equality in the world,
children with special needs have to be taught how to interact regularly so that they can become
productive members of society. Another study done in 2013 reported that most of the parents of
children in inclusive classrooms were more satisfied with the schooling of their children than the
parents of children in special education schools (Aral, 160). Thus, special needs children
oftentimes progress more in normal classroom settings, suggesting that inclusive classrooms are
effective and successful for the education of these students. If those involved in an inclusive
setting are to understand the importance of inclusion for children with special needs, then a
positive attitude can be developed which can lead to a successful learning environment for all.
Inclusion is not only a good thing for disabled children, but can be positive for other
children who learn in these inclusive classrooms. In addition, it can be helpful for teachers and
administration involved. Elizabeth Sawyer, a kindergarten teacher at Harrington Elementary
School in Chelmsford, Massachusetts, is a strong advocator for inclusive classrooms. In her
opinion, the non-disabled children who learn in these classrooms can benefit from exposure to
children with special needs because it helps to build tolerance and understanding of children
who may be different, which thereby increases the childrens beliefs in equality and inclusion.
As someone who has worked in inclusive classrooms, she believes that it challenges teacher[s]
in a good way. She also expressed her own opinions based on her experience with inclusive
teaching; I like being able to support students with special needs in the classroom. I look
forward to [adapting] so that all students are succeeding. Teachers can benefit from teaching
these disabled students because when they are having a difficult time reaching these students
they must think outside of the box to create successful teaching methods. This also applies to any
administration who must make changes in curriculum based on children with special needs. For
both regular classroom teachers and for administrative staff, this can increase creativity and
critical thinking. (Sawyer).
 Rachel March 4
12/21/16
Inclusion of Children with Special Needs in Elementary Education

Those who discourage inclusion in classrooms have a variety of arguments against this
type of teaching. These arguments include the fact that teachers and schools lack sufficient time
for planning and lack the funding to accommodate for special needs inclusive classrooms (Rasch
1). Lorna Idol, the author of Creating Collaborative and Inclusive Schools lists a variety of
solutions for schools that might lack sufficient funds or time. In searching for funds, many
school districts were successful in building community or business partnerships in which
partners would donate money to programs. Schools also were successful in reconsidering how
staff and support staff are placed within classrooms to get the most use out of each teacher, in
addition to reconsider[ing] how staff are funded. School districts can also change the way
funds are being used, such as tax dollars and special project money. (Idol, 21). In order to face
the challenge created by a lack of sufficient planning time, strategies for finding and making
extra time can be implemented into school systems. Some successful strategies include having
regular large-group experiences for students to attend, such as movies or assemblies, in which
teachers can take the time to plan. Principals, support staff and substitute teachers can also be
used to take place of a classroom teacher in order to allow planning time. In addition, certain
time can be allotted each week or each day specifically for planning. (This often works well
during student- independent projects when they do not need support or instruction from the
teachers) (Idol, 24). Although many changes must be made for a school to implement these plans
of action, a successful inclusive system can be easily and successfully created when they are
used.
Some also argue that the inclusion of children with special needs is harmful for the
average learners in a classroom, because attention is focused on the special needs child instead of
other students. In addition to this, many fear that special needs children will be ostracized by
their peers, thereby distracting them from learning. Although including a special needs child in a
general education classroom needs a lot of effort from the teacher, this does not mean that
attention is being taken away from other children. Most of the extra effort being put in by
teachers is outside of the classroom during planning periods. When questioned on how teachers
might accidentally ignore children who are not special needs, Patricia Muldoon, the advisor for
elementary education at Bridgewater State University, expressed her beliefs that these teachers
are the mediocre teachers of the world who are not doing their job to their full potential. In
 Rachel March 5
12/21/16
Inclusion of Children with Special Needs in Elementary Education

addition to this, most inclusive classrooms would have either a co-teacher or para-professional
who is always there to help the main classroom teacher and assist the special needs child when
extra attention is necessary. Muldoon has worked not only as a special education teacher, but as a
teacher of grades one, two, three, and four, with and without mainstreaming or inclusive
programs, and as an assistant principal to an elementary school. Throughout all of her
experiences with special education and elementary education, Muldoon found inclusive
education to be the most successful form of teaching students with special needs. By using a co-
teacher or paraprofessional, it can be ensured that no child feels excluded, while still allowing for
proper aid for all of their needs. If this type of inclusion is implemented, then the classroom
teacher can focus on the class as a whole, while the assistant teachers can focus on any special
help that a child requires without excluding them by forcing them to leave the room for extra
help (Muldoon). Sawyer agrees that It is hard for teachers to support some special needs
students on their own for effective teaching but points out that with the use of para-
professionals and co-teachers, special needs students can learn in inclusive classrooms with no
pull-outs. With the appropriate use of staff and proper training of all teachers involved, children
should not be overshadowed by any special needs children in their classrooms. In addition to
this, the exposure of students to special needs children has proven to make them more open and
accepting. While many worry that special needs children may be left out or harassed by their
peers, Idol points out that younger children are less likely to reject the idea of inclusion. In
comparison to adults who are not used to working with disabled people, children are naturally
kind, unless they learn otherwise, and can be incredibly supportive of one another, especially
under firm, positive, and strong teacher leadership (Idol, 27). Learning in an inclusive
environment can actually make children more tolerant to the fact that everyone is human
whether or not they have a disability (Muldoon). Special needs children who are included in
inclusive environment teach regular students so much about patience, empathy, and caring for
each other (Muldoon). Children who are learning in inclusive environments are therefore
actually gaining more from the experience than they would be in a normal non-inclusive
classroom.
Inclusion of children with disabilities, whether it be mental, emotional, social, or
academic, is important for making them productive members of society. These special needs
 Rachel March 6
12/21/16
Inclusion of Children with Special Needs in Elementary Education

children can learn from their peers modeling behaviors, gain a chance for academic
opportunities, and can build stamina and strategies for regular classroom expectations. In
addition, [inclusive education can] raise the bar for these children to reach their potential.
(Sawyer). Inclusion can also aid other children in learning acceptance and can teach both staff
and parents who are involved about the importance of acceptance. Inclusion has been found to be
more successful than special education or mainstreaming of children, in addition to giving the
special needs child equality of learning. Equality in elementary schools will lead to more
opportunities once these disabled children exit the education system. Inclusive education
supports not only equality within schools, but can lead to a positive future for those who have
special needs and increase acceptance in all who are involved.
 Rachel March 7
12/21/16
Inclusion of Children with Special Needs in Elementary Education

Works Cited
Avissar, Gilada; Licht, Perach; and Vogel, Gila. Equality? Inclusion? Do They Go Hand-in-hand? Policy
Makers Perceptions of Inclusion of Pupils with Special Needs An Exploratory Study. Universal
Journal of Educational Research, Vol. 4, No. 5; 2016; pp 973-979 http://www.hrpub.org/ Accessed: Nov
30, 2016. ERIC via EBSCOhost
Aral, Neriman; and Ceylan, Remziye. The Opinions of Mothers of Children with Special Needs Regarding
Inclusive Education Journal of Education and Training Studies Vol. 4, No. 9; Sep 2016, pp 154-161;
ISSN 2324-805X E-ISSN 2324-8068 Redfame Publishing; Accessed: Dec 3, 2016. ERIC via EBSCOhost
Rasch, Bradley W; and Smelter, Richard W. Thinking of inclusion for all special needs students? Better
think again Phi Delta Kappan. Sep 94, Vol. 76 Issue 1, pp 1. Sage Publications Inc. Accessed Dec 3,
2016. EBSCOhost
Muldoon, Patricia. Personal Interview, 8 Dec. 2016.
Sawyer, Elizabeth. Personal Interview (via email) 12 Dec. 2016.
Algozzine, Bob; Beattie, John; and Jordan, Luann. Making Inclusion Work: Effective Practices for ALL
Teachers What is Special Education?, What Do I Need to Know About Inclusion?. Sage Publication
Company, 2006.
Idol, Lorna. Creating Collaborative and Inclusive Schools. What Does it Mean for a School to be
Inclusive: The Mechanics of Inclusion Questions. PRO-ED. 2005.