Against Special Education Inclusion

Against Special Education Inclusion
Against Special Education Inclusion

Against special education inclusion: Overview
Those against special education inclusion include both educators and parents. Special education inclusion remains a controversial concept. There are advocates on both sides of the issue. Inclusion can be viewed as a policy driven by an unrealistic expectation that money will be saved. Furthermore, trying to force all students into the inclusion mold is just as coercive and discriminatory as trying to force all students into the mold of a special education class or residential institution.

Conversely, there are those who believe that all students belong in the regular education classroom, and that effective teachers are those who can meet the needs of all the students, regardless of what those needs may be. Between the two extremes are large groups of educators and parents who are confused by the concept itself. They wonder whether inclusion is legally required and wonder what is best for children. They also question what it is that schools and school personnel must do to meet the needs of children with disabilities.

Against special education inclusion: Assessment
The arguments against special education inclusion are that there is little data available on special education students' academic gains, as well as graduation rates, preparation for post-secondary schooling, work, or involvement in community living based on their placement in inclusive vs. non-inclusive settings. Most groups and individuals involved in the process believe that inclusion in the regular classroom is the appropriate starting point, and that a continuum of placement options and services must be available. Those decisions must be based on the needs of the child, their peers, and the system's ability to meet those needs.

One of the greatest challenges contributing to this debate is the lack of similarity between the regular and special education systems that exist in today's districts and schools. Successful inclusion practices depend on restructured schools that allow for flexible learning environments, with flexible curricula and instruction. Under ideal conditions, all students work toward the same overall educational outcomes. What differs is the level at which these outcomes are achieved, the additional support that is needed by some students and the degree of emphasis placed on various outcomes.

Against special education inclusion: Remediation
Those who argue against special education inclusion argue that some children's needs are not being addressed. Although special education inclusion has provided many children with wonderful opportunities, the legislative system doesn't seem to be as effective for students with less severe learning disabilities. Over 80 percent of special education children struggle with learning because of weak underlying cognitive skills, rather than more overt physical disabilities. Indeed, these children participate in the public education system, but the root causes of their hidden learning struggles go undiagnosed and untreated. The legislative system focuses on special education inclusion, but isn't providing practical assessment and treatment for this vast majority of students. At LearningRx, we have proven training methods that can help children of special needs. For more information, go to www.learningrx.com.

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