This is one of the reasons why I am very passionate about inclusion or mainstreaming. Inclusion describes the process of integrating or including students with disabilities into general education classes. These students would be included in their least restrictive environment (LRE) mandated by the Education for All Handicapped Children Act of 1975 (Public Law 94-142; now the Individuals with Disabilities Education Act).
What are the perceptions of general education teachers toward teaching students with disabilities in their classes? Much of the available relevant information is found in teacher surveys (Scruggs & Mastropieri, 2006). These surveys studied teacher’s beliefs, opinions, and acceptance of the inclusion of children with special needs in general education.
Although personal feelings and beliefs toward inclusion is based on personal values, I am so thankful that this research was conducted to try to increase acceptance and knowledge about inclusion. The key is education and knowledge about differences.
My son, Owen, has special needs. I am thankful that students with special needs are included to thier LRE. My nephew, Masen, also has some special needs. Masen was born at 28 weeks and has ADHD and other processing issues. He is in 2nd grade and is fully included in his classroom.
References
Scruggs, T.E. & Mastropieri, M.A. (1996). Mainstreaming in Education. Exceptional Children, Vol. 63(1).
PHOTO: My little babies...Ella, Masen (one of my nephews), Noah, and Owen...they love playing dress-up.
It has been encouraging this week to see how research has impacted the life of one of my colleagues. Your son has has been able to benefit from developmental therapies that are based on research. Also, many children have benefited from the research that forms the basis for the inclusion of all children in the classroom environment.
ReplyDeleteGreat post! The way you advocate for your child is very inspiring. So is the way you use your experiences to help others!!
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