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FULL INCLUSION Rebuttal

FULL INCLUSION Rebuttal. By: Kim Carr Kelly Castino Sharon Jimenez Missy Glavey-Labedz . Separating any child with a severe learning disability from the rest of the children will only serve to hinder their social progress.

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FULL INCLUSION Rebuttal

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  1. FULL INCLUSION Rebuttal By: Kim Carr Kelly Castino Sharon Jimenez Missy Glavey-Labedz

  2. Separating any child with a severe learning disability from the rest of the children will only serve to hinder their social progress. • Children with disabilities are socially inept and should be withheld from mainstream schools unless they can prove that they can and will conform to society. They can't learn in an environment that they cannot succeed in.  • We have honors classes for faster kids and regular classes for regular kids and we have special classes for special kids. It's just as clear as ice that that's the way we should be. If you just start throwing special kids in regular classes, it's like throwing regular kids in honors classes; it slows down the honors class to put a slower paced kid in the class and over-whelms the kid because they know they are slowing down the class. It's the same way with children with disabilities.

  3. Do away with whole class instruction • This will have a negative effect on achievement of students by allowing students to pursue their own end or to let everyone work individually. There will be no structure. • The main disadvantage is that the pace is set for average learners...but, there are no average learners to be found. Also, it is hard to meet individual learning requirements and styles.

  4. Need for socialization • It is important to include the students in classes for social skills purposes • No Need for Full inclusion to fulfill these needs. • Include students slowly • Choose times to include them such as play time, specials, recess. • Backwards chaining

  5. Examples of Success with Full Inclusion? • Full Inclusion is successful for some, but “let me emphasize to you that full inclusion is not for all students with disabilities.” (Hatlen, 2002) • “One must not lose sight of the fact that inclusion is not the right way, but rather the right way for some students.” (Henteleff, 2004) • Full Inclusion should be ONE of MANY OPTIONS on the continuum of alternative placements.

  6. REFERENCES: • Alberto,P.A.& Troutman,A.C. (2009). Applied behavior analysis for teachers. Saddle River NJ: Pearson • Baker,L. (2000). Information avenue archives,Inclusion. Retrieved from http://www.specialchild.com/archives • Crawford, Donald B. Full Inclusion:One Reason for Opposition. Retrieved fromhttp://my.execpc.com/~presswis/inclus.html • Hatlen, P. (2002) Responsible Inclusion Belongs in an Array of Placement Options, retrieved from www.tsbvi.edu/Education/inclusion.htm • Henteleff, Y. (2004) The Fully Inclusive Classroom is only One of the Right Ways to Meet the Best Interests of the Special Needs Child, presented to C.A.C.L. National Summit on Inclusive Education. • Training Media Dictionary . Retrieved fromhttp://www.sos.net/~donclark/hrd/media.html • Wisconsin Education Association Council, 2007. Retrieved from www.weac.org/Issues_Advocacy/Resource_Pages_On_Issues_One/Special_Education/special_education_inclusion.aspx

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