The integration of special education students and regular education students is referred to as inclusion. Inclusion involves keeping special education students in regular classrooms. In inclusive settings, special education teachers work with general education teachers in regular classrooms to collaborate and provide an equal educational opportunity for students with disabilities. .
Regular education teachers are not ready for the inclusion challenge. Regular education teachers are not prepared for inclusion and are not meeting the needs of students with disabilities in their classrooms. I also feel that special-needs students will make little or marginal gains unless regular education teachers are adequately prepared to meet the needs of inclusion students. Also, placing special-needs students in classrooms with ill-prepared teachers can be a disaster too, and may be as detrimental as, these students not receiving any educational or support services. The passing of the Individual with Disabilities Education Act of 1990 (PL 101-476) paved the way for. .
I am a full inclusion teacher in the Suffolk Public Schools in Richmond, VA. Full inclusion means that all students, regardless of handicapping condition or severity, will be in a regular classroom/program full time. All services must be taken to the child in that setting. In my own experiences I have found inclusion to be great. I deal with only the Learning Disabled (LD) population in my school. For my students I have found it very easy to meet all of their accommodations. All of their instructional needs are being met as well. For example, I have a male student who requires me to work with him one on one on all of his in class assignments. He can not complete them on his own. So I sit next to him in the back of the classroom and we work as a team to complete his assignments.
It would be difficult to serve a child who is Emotionally Disturb in an inclusion setting.
