Jeanette Wardlow

Is the Inclusive Classroom Model Workable?

There are many controversial issues in the field of education. I chose to research the

topic of inclusion. While there are difficulties that go along with inclusion, I believe that schools

should be fully inclusive.

In order for inclusion to work properly, there need to be a few supports in place. First, the

students need to be placed into classrooms strategically. For example, last year, I taught an

algebra class that included a student with severe autism. This student was accompanied by a

special education aide and was provided with accurate breaks and walks when he needed

them. Not only was I supported with an aide, but I also co-taught the class with a special

education teacher. These supports were essential to the student doing well in algebra. There

also needs to be support for both teachers and students from the administration. By having

these supports, teachers are able to try different modifications and techniques in class and

students are able to express what they need in order to be successful. Finally, the classrooms

need to be safe and supportive communities. By having support from peers, students are able

to feel comfortable answering questions and having conversations about difficult topics.

While these supports can be difficult to have in every classroom, the benefits of inclusion

far outweigh the challenges. When students are in inclusive classrooms, they all benefit.

Students that have disabilities are able to connect with their peers socially, along with gaining

confidence in their academic abilities. These students not only have the same expectations set

for them as their peers, but they are able to work productively with their peers to solve

problems. Often students with disabilities have a unique perspective and can provide a new way

to look at problems. Students without disabilities also benefit from inclusion. By integrating all

types of students into a classroom, students are able to see how diverse the world and their

community actually is. Students learn how to engage with people that are different from them
and develop important skills like listening and asking questions appropriately. The skills that all

students learn from supportive, inclusive classrooms assist the students to become productive

and well rounded individuals. These students know how to interact in our global society that

involves so many different types of people.

 Bibliography

Carpenter, W. A. (2008). The Other Side of Inclusion. Educational Horizons. Retrieved March 1,
2016.

Sapon-Shevin, M. (2008). Learning in an Inclusive Community. Educational Leadership.

Retrieved March 1, 2016.

Tomko, C. F. (2010, June 29). What is Inclusion? Retrieved March 01, 2016, from
http://kidstogether.org/inclusion.htm

The Wrightslaw Way. (2010, May 3). Retrieved March 01, 2016, from
http://www.wrightslaw.com/blog/special-education-not-the-resource-room-the-classroom-
in-the-trailer-or-the-special-school-across-town/