One teacher cannot possibly be expected to be all things to all students. I now understand that my feelings were due to my lack of knowledge and my judgment based on stereotypes. I always knew that making fun of students with learning disabilities was wrong. Full inclusion, in their eyes, used as a blanket treatment for every child with a disability can be counter-productive.
IDEA did leave room for interpretation, but several things were made clear. Inclusion is defined as "a professional belief that students with disabilities should be integrated into general education classrooms whether or not they can meet traditional curricular standards and should be full members of those classrooms" Friend and Bursuck,p.
Board of Education than do their inclusionist colleagues. In the beginning of the semester, my feelings towards special education were those of apathy and insensitivity.
Educating young children with disabilities using responsible inclusion. The programs were categorical and the teachers were those with a degree in special education who had a specialty in a specific area of disabilities. The inclusionists are right to bring special education out into a new light, to consider the rights of children and the social ramifications of their placement.
If they are students as well, why do I discriminate against them. There is, however, a difference in the social integration we saw in early mainstreaming versus that which we see in today's inclusion practices; the social integration of the 80's was done under highly controlled situations, while the social integration of full inclusion is not controlled.
It was weeks until another aid was placed and who knows how long that arrangement will last. I came to realize that people with learning disabilities live with their disabilities for the rest of their lives. However, when it came to special education students, my philosophy changed, due to their learning disability.
The oppositionists inherently believe that full inclusion is wrong and that students are not necessarily better off in a regular educational setting; in addition, they believe that education of each student should always be the driving force in determining the IEP and education of a student with disabilities, whether in a general education setting or not.
We must remember what we have learned from both the proponents of full inclusion, as well as those who oppose it. It is the stand of inclusionists that without full-time placement in regular classrooms, students with disabilities will not receive the type of academic teaching or the opportunities to make friends that is necessary to their success.
Hardin and Sally J. What evidence shows that full inclusion is the answer for all students. People with learning disabilities had their strengths and weaknesses, and I had mine. Those who argue against the full inclusion of all students further maintain that a regular education teacher does not or cannot teach to the special needs of a child with disabilities which require much specialization, they are not trained to teach to that child, and there are no resources available for such.
Those who argue against full inclusion maintain that the needs of each student must be assessed individually; inclusion can not and must not be done in a manner which does not explore what is right for the individual. In education, one size does not fit all. In the class I learned that every student, whether they are homosexuals, rape victims, Jewish, Christian, or special education students, are students.
It is due to my lack of knowledge of students with learning disabilities. Looking at inclusion from both sides, we see biases and opinions. Those who are in opposition to full inclusion have a very different view on Brown v.
If they are students as well, why do I discriminate against them. Friend and Bursuck also note a case which is widely believed to be critical in forming the foundations and legal precedence of inclusion: There is nothing wrong with special education students.
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To assume that all students go home to the same family dynamics and have the same duties, concerns or expectations would be unrealistic. from First Reflection Paper The Big Idea Special Education Inclusive Education Ramp to Success "We Teach Who We Are" Individual Needs. Essay on Reflection on My Ability as a Teacher of Special Needs Children - Final Reflection As I ponder over my personal professional development experiences as an educator the realization of how one has developed over time is personally satisfying.
Special educator and all working with special needs individuals must follow IDEA it is the legal basis for public school's special education programs. IDEA explains the rights and regulations for students with disabilities in the U.S.
who require special education. Special Education Reflection. Running Head: REFLECTION PAPER Reflection Paper En Tseh Wang Lehigh University Special Education (Education and Inclusion of Individuals with Special Needs) has been enlightening for me as a secondary mathematics educator/5(1). When teaching special needs students, we must search for the best way to instruct them to ensure that they have the best education available.
The following are just a few ways in which we can insure that the students are getting the proper education.Reflection essay on teaching special needs students