How Inclusion Came to Be :: essays papers

How inclusion Came to BeWhen baberen have a learning disability there atomic number 18 two different ways for them to be taught. One is an reveal of the classroom overture where children with disabilities receive supernumerary help with a specialist separate from the regular classroom. There are also schools that merely have children that are disabled and cater to only the different needs of a child with a disability. In the approach where children with disabilities are separated from non-disabled children, the child spends half the twenty-four hour period in the mainstream classroom and half of the day separated and excluded from the mainstream classroom (Odom 2002). As a result of this approach schools did not have the appropriate funding for the extra teachers needed to provide a separate learning classroom. This problem leads to public schools denying children with disabilities access to the facilities that are offered in a regular classroom, hence segregating the childr en with disabilities from the mainstream children (Lewis, 1999). In 1975 the program line for all Handicapped Childrens Act (later renamed Individuals with Disabilities Education Act abbreviated IDEA) was passed in reaction the problem of students being segregated. This act was written to make sure enough that all handicapped children would have access to free education including special education. The law emphasizes that children with disabilities be educated with non-disabled children (Daniel 1997). The act gave parents the right to choose how their disabled child will be educated whether it be a pull out program or and inclusive program with non-disabled children (Become 2003). This act gave way to inclusion, which is the second approach to educating children with disabilities. Inclusion is the integration of a disabled student in a regular classroom with the necessary aids and services (Daniel 1997). Student Views on InclusionSince inclusion started there has been controv ersy on whether or not inclusion helps the children more than the pull-out program. There have been many different experiments that have studied the make of students performances in inclusion programs and in pull out programs. In one specific study done in Iowa by the Council for olympian Children, students with a specific learning disability were sent to two different middle schools to participate in an 8th grade classroom. The two schools differed in only one way, and that was one was an inclusive school, the Enterprise, and one was a regular mainstream school, the Voyager.