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Is The Inclusive Classroom Model Workable

The inclusive classroom model is one that includes students of all abilities in the same classroom. The idea is that all students can learn from each other and benefit from being in an inclusive environment.

There are both advantages and disadvantages to this model. Some argue that it is more work for teachers and that not all students will receive the individualized attention they need. Others argue that it is more beneficial for students to be in an inclusive environment where they can learn from their peers.

Research on the effectiveness of the inclusive classroom model is mixed. Some studies have found positive effects, while others have found no significant difference between inclusive and non-inclusive classrooms. It is clear that more research needs to be done on this topic.

One of the most gratifying years during my seventeen-year teaching career was the year I had a full class of students with disabilities. The best part was that my trainees didn’t even know that I was their sole special education teacher.

They saw me as just one of their instructors. The general education students also had no idea that I existed specifically for the 10 students that needed Individualized Education Programs. After having a year like that, you would think my answer to the question  would be an emphatic yes.

But I would say that inclusive classrooms are workable only under certain conditions. The first condition is that the general education teacher must want inclusion to happen and be willing to put in the extra effort required. This includes being willing to change their teaching methods slightly and getting to know each student individually so they can better address their needs.

The second condition is that the special education teacher needs to be available to help with anything the general education teacher might need. This means being in close communication, attending all team meetings, and keeping up with individualized education plans (IEPs).

The third condition is having a good working relationship with the paraprofessionals who are also helping in the classroom. This means being clear about expectations, providing guidance and support, and working together as a team.

The fourth and final condition is having support from the administration. This includes having someone to go to with questions or concerns, having access to resources, and being given the time needed to make inclusion work.

If all of these conditions are met, then inclusive classrooms can be not only workable, but wonderful places for everyone involved. However, if even one of these conditions is not met, it can make inclusion very difficult.

According to Wade A. Carpenter, (2008), “inclusion does not suggest that every trainee is educated with peers at all times, however it does suggest that the responsibility of finding efficient means for all trainees to learn together is taken really seriously and discrepancies from this technique are made with hesitation and only after careful deliberation” (as cited in Noll, pg. 239). Although each kid has unique learning styles, many schools today still operate under a one-size-fits-all education philosophy.

When it comes to the education of children with unique learning abilities, this philosophy often fails. The inclusive classroom model is a model that is designed to meet the needs of all students in a single classroom. This includes students with physical, cognitive, and emotional disabilities. The goal of the inclusive classroom model is to provide all students with an equal opportunity to learn and succeed in school.

There are many benefits to the inclusive classroom model. One benefit is that all students have the opportunity to interact with each other on a daily basis. This can help break down social barriers and promote acceptance and understanding between different groups of people. Additionally, all students can learn from each other’s strengths and weaknesses.

Why do a handful of students with varying special needs always have to be set amongst a group of normally operating trainees? Is the goal to benefit the special needs students or have the regular trainees end up being more familiarized with disabilities? Some impairments, like hearing or vision problems, might not be visible.

The inclusive classroom model is workable if planned and operated correctly. There are countless amounts of students who have different types of disabilities, so the question becomes how do you successfully include all these students into one learning environment. It can be difficult to create an inclusive environment in the classroom, but it’s not impossible. A few things that can help make this happen are getting to know your students, planning ahead, being flexible and having a positive attitude.

When you get to know your students, you learn what their needs are and how best to accommodate them. This also helps build trust and rapport between student and teacher. Planning ahead allows you to be prepared for anything that might come up and being flexible means being willing to change your plans if necessary. Most importantly, having a positive attitude creates a positive learning environment for everyone in the classroom.

While it can be challenging, an inclusive classroom model is definitely workable with the right mindset and approach.

Whether it’s concentrating or understanding instructions, children with disabilities face more challenges than their peers. The question becomes whether they’re better off in a resource room away from the general education classroom, fully included within general education classrooms, or both.

On one hand, some people feel that children with disabilities need to be in the inclusive classroom model so they don’t feel isolated from their peers. In addition, this model provides them with the opportunity to work on social skills and learn how to interact with other children.

On the other hand, others argue that the inclusive model is not workable because children with disabilities require specialized instruction that can only be provided by teachers who are trained in working with these students. In addition, some children with disabilities may present challenges that are disruptive to the learning environment for other students in the class.

After a year of extensive documentation, I finally got someone to agree that the student in question did not belong in that education setting – and furthermore, that this was disruptive to the learning environment for everyone else. So what would be an ideal solution? An inclusive model where all students feel safe and have equal opportunities to succeed. Do I think it’s important for regular students learn about disabilities? Absolutely, but only if it can be done in a way that is beneficial to all involved.

The Inclusive classroom model is not workable when students with disabilities are placed in an environment where they cannot be successful. The educational and social benefits that could be derived from an appropriate inclusive setting are often absent. Inappropriate placements can result in a feeling of social isolation for students with disabilities. When students with disabilities are not integrated into the curriculum, they often do not receive the necessary accommodations and modifications that would enable them to participate fully in class activities.

There are many different types of disabilities that one might see in a regular education classroom. Some common ones include: Autism, Asperger’s Syndrome, Down Syndrome, Cerebral Palsy, Emotional Disturbance, and Learning Disabilities. Each disability is unique, and the level of functioning can vary widely from one individual to the next. When students with disabilities are not properly included in the classroom, they often do not receive the necessary accommodations and modifications that would enable them to participate fully in class activities.

Many times, students with disabilities are mainstreamed into the regular education classroom without adequate support. This can be a recipe for disaster, leading to frustration and failure for both the student with a disability and the teacher. In order for an inclusive setting to be successful, there must be a strong commitment from everyone involved.

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