Research

There is research that contributes to both sides of the inclusion classroom argument (that being, is it a good idea or a bad idea) and I will briefly overview both sides and give my opinion.

There are many people, scholars, teachers, parents, etc... who are in favor of inclusion.  Much research has been done to suggest that all young children who are educated in early childhood inclusive settings benefit from this type of education.  Some studies have shown that children with disabilities show gains in language, cognitive, motor and social emotional development, greater than the progress that children with disabilities would typically make in special education classrooms (Bayat 25).  Inclusive classrooms have also been found to be positive for children without disabilities, typically helping them excel in social skills.  I think that this is terrific, and I agree that some children can really benefit from an inclusive setting, but I have seen first hand how it does not work for all children whether its a disabled child being ignored, neglected or not helped as much as they should be because the other children are excelling or a gifted child's needs for "more" being shoved aside because his or her peers are going at a slower pace.  These are issues that need to be worked on because it is so important for children to be getting the specialized attention that they need to do their absolute best.

On the other side of the argument there are scholars, teachers, and parents who argue that it is discriminatory to force students into inclusion, and that students who need specialized services and instruction may lose access to these services that are not available in the nonspecialized classrooms. Again, with this argument, there are things I agree with and do not agree with. I believe that depending on the severity of the disability that the child has they can either blossom or wilt in an inclusive setting.  There will always be two sides of every argument and with this one in particular the choice of putting a child in an inclusion classroom has to be carefully weighed by the parents and professionals.

If a child's disability is too severe I do not believe that an inclusion classroom would be appropriate for him or her, without the possibility of a one-on-one aid.  If a child has self-control and does not have extreme issues with learning on their own, an inclusive classroom could be a great environment for them.

I cannot simply choose a side to the argument unless I refer to a specific student.  For example, during my observations there were students who I could immediately tell should have more one-on-one interaction with a teacher or aid in order to learn to their full capability (i.e. constant daily tantrums, hitting, non-verbal, obsessive behaviors that were bothering other students, being left on their own due to the teachers being busy with other students etc...), and there were students whom if I hadn't known that they were disabled I would not have been able to tell just by observing them interact and learn with the other children.

In Funding Accountability: States, Courts, and Public Responsibility, an article by Sue Books, that we read in SCU 207, Books states that it is up to the public to be accountable for what happens in schools.  I agree with this in that I believe that the parents should be taking full responsibility for their disabled children.  They should know their children's needs best of anyone and should be the sole decider when it comes to whether or not their child is placed in an inclusion classroom.