Students with disabilities are not the only ones who should be included in the general education classroom. Poverty, gender, and locality are factors for an inclusive class (Gafoor, 2010). The diversity of students consists of children who are homeless, those who have emigrated from another country, and those with socioemotional issues. Although these students may not qualify for an IEP, they can be helped under IDEA. Ostracizing any student is not cost effective and learning outcomes are not improving. Segregating special education is crippling in that children are distanced from the general education atmosphere. Special educators also lose their voice in the decision making process (Doktor, 2010). Classrooms with high expectations can help all children succeed. “Where there is a culture which encourages aspirations, children will flourish, even when living in poverty” (Gafoor, 2010, p. 6). All students can take pride in their abilities when they are included in learning.
There are different models for inclusive practices in classroom instruction. The purpose of the different models is to make sure that the needs of all students can be met. The models include limited mainstreaming, resource room, and co-teaching.
To learn more about the history of inclusion click here.
Limited mainstreaming/resource
There are different models for inclusive practices in classroom instruction. The purpose of the different models is to make sure that the needs of all students can be met. The models include limited mainstreaming, resource room, and co-teaching.
To learn more about the history of inclusion click here.
Limited mainstreaming/resource