Running Head: INCLUSIVE EDUCATION

Inclusive Education
Samantha Sharkey
Introduction to Inclusive Teaching
Ivy Tech Community College

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Standard #2: Learning Differences -The teacher uses understanding of individual differences
and diverse cultures and communities to ensure inclusive learning environments that enable
each learner to meet high standards.
Title of Artifact: Inclusive Education
Date: April 30th, 2016
Course: Introduction to Inclusive Teaching
Description: I chose Standard 2 because it talks about diverse learners. This paper is about
inclusive education and how to make it work. This standard covers many aspects of what an
inclusive classroom should look like.
Rationale: Writing this paper will better help me understand the kind of classroom I will have
someday. Doing the research for this paper will help me shape my person views and opinions of
special education. Overall, this help me move closer towards my goal of becoming the best
special education teacher I can possibly be.

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There are many different mechanisms in being a special education teacher, but the most
important of them is making sure that students are not being isolated. Inclusion is very important
in the academic success of students with disabilities. Not only does interacting with peers help
students vocational and life skills, but it also benefits them academically by setting higher
expectations for them. There is no cookie cutter way to implement the inclusion of students with
disabilities in general education classrooms. Each inclusive experience is going to look different
for each student with a disability. Flexibility is the most important trait to have when
implementing inclusion. Although each experience is different, there are a few basic components
in inclusive teaching. Those points include differentiated instruction, collaboration, and
heterogeneous grouping.
Differentiated instruction is the basis of special education. It is teaching the same material
through multiple different means so each and every student learning the lesson is actually
comprehending and understanding the material they are expected to understand. Differentiation
is being mindful of each individual student and the way they learn while teaching. Special
education is about individualizing material for students so each of them can reach the full
potential they are expected to. Special educators believe every student learns differently and
manipulate material so students can comprehend the information to the best of their ability and
reach the personal goals that have been set for each of them. This is evident through the IEPs
(Individualized Education Plans) that are set for students with disabilities. As explained by
Fiorello (2006) these IEPS spell out what services they will receive, what their goals are, and
how their progress will be evaluated. The IEP is written by a team that includes the parent, the
general education teacher, the student if appropriate, and the special education staff,
administration, and other specialists. Implementing such individualization for each student with

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a disability in the average general education classroom seems nearly impossible. On the contrary,
as school systems have changed and developed over time, the eyes of administrators, teachers,
school faculties, and families have been opened to the reality that not all students with
disabilities, as well as their peers without disabilities, learn through the same methods. It is
finally being understood that most students are not receiving the academic support they are
entitled to. Through this realization many education reformers have risen and taken charge to
change the education students are receiving. Although some reformers have gone to the extent of
opening new schools that are often known as charter or alternative schools, within the average
school system, Teachers and Administrations have taken to the implementation of the Universal
Design for Learning (UDL). UDL is the idea of building plans for the classroom on a flexible
foundation in order to appropriately use different means to meet all the different learning styles
that make up the classroom. Since schools are moving closer to this idea, it makes the inclusion
of students with intellectual or developmental disabilities in the general education classroom a
lot easier. In order to effectively include students with disabilities in general education classes, a
lot of collaboration between teachers, administrators, families and even the students is required.
Kohler-Evans (2006) states time has taught us that students pulled from general
education classes and taught in a resource setting do not benefit from the instruction of content
area teachers. We also know that all general education teachers do not possess the expertise to
meet the learning differences posed by students with disabilities. Research has shown that the
most effective way for students with disabilities to learn information is to be in a classroom,
which is taught by multiple teachers (special educators and general educators), with their peers
who dont have disabilities. A study conducted by Kohler-Evans (2006) showed that 77% of the
teachers surveyed said that co-teaching influenced student achievement positively and students

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made many academic gains. Co-teaching can be a very helpful technique when used correctly in
assisting students with and without disabilities in the classroom. Co-teaching is just one form of
collaboration that is necessary for the success of students with disabilities. Another form of
collaboration that has proved successful is The Welsh Inclusion Model. Pickard (2009)
conducted a study in a North Carolina school testing the Welsh Inclusion Model and its
effectiveness. In the 2006-2007 school year, the data from the No Child Left Behind (NCLB)
showed that Students with Disabilities had a composite score of 20.8%. That means that only one
in five students identified as a special needs learner passed both the reading and math sections of
the End-of-Grade tests. In 2007-2008, that same category demonstrated a growth of 12.5%
giving a total composite score of 33.3 where now one in three identified students passed the Endof-Grade tests. There was a lot of similar data backing up the effectiveness of the Welsh
Inclusion Model in this school. The Welsh Inclusion Model is made up of 4 phases. The first
phase is made up of inclusion teams from different schools within the Local Education Agency,
otherwise known as the LEA. These teams include administrators, supervisors, curriculum
coordinators, and superintendents. Pickard (2009) explains in this phase, individuals are taught
various elements of team-teaching theory along with different instructional modifications via
highly interactive sessions. The second phase is the demonstration phase, where a general
education teacher will teach a lesson they generated themselves, while a trainer and special
education teacher are present to observe. The special educator present will help teach the lesson
and provide different means for students with disabilities. The third phase, teachers will be
chosen to make up inclusionary teams to train their colleagues on all of the specifics of this
model and how to implement inclusiveness in their classrooms. The fourth phase, is the actually
implementation of this model in the school. There are a lot more specifics to this model, but the

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basis of the model is collaborating. Administrators, supervisors, superintendents, curriculum

coordinators and teachers all train and work together to build this model in their school. This
model has proven to be effective. Once all of the staff members and family are collaborating and
working together to provide appropriate resources for the student, the inclusion in a general
education classroom becomes easier.
There are many mixed views on heterogeneous grouping. Some teachers believe
that its just a way for some students to sit back and do nothing while the smartest one in
their group takes charge. The articles that often times had this view were focused on serving the
needs of gifted students instead of serving the needs of all students. Upon reading articles with
opposing viewpoints, there was a lot of research backing up the fact that heterogeneous grouping
can be beneficial for students with and without disabilities. If the teacher stays mindful of what is
happening in each group and making sure that each student in the group is participating equally,
homogeneous grouping can help students learn.
In an article written by Tomsho (2007), he covers the concerns for parents that their
students are not receiving as much attention as they should be if they are a student with a
disability. Tomsho (2007) includes Ruth Lowenkron, a special-education attorney, testified that
beyond being the right thing to do, mainstreaming would save money."Repeat after me," she told
the legislators, "inclusion is cheaper than segregation." This articles main concern was the issue
of money. They kept arguing that inclusion is just saving schools money and that is the only
reason this idea is being implemented. There is a lot of evidence to prove that inclusion is
beneficial for students with disabilities. They should still receive the support they would in a
special education classroom and have even higher expectations set for them.

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Being a special education teacher means many different things. The most import thing to
be is supportive. As a special educator you should set high expectations for your students. In a
general education classroom, students with special needs will be able to strive under the high
expectations that are set for them. Inclusion is very important in the academic success of students
with disabilities. There is no right way to implement the inclusion of students with disabilities in
general education classrooms and each experience is going to look extremely different for each
student with a disability. Flexibility is the most important trait to have when implementing
inclusion. Putting the student before their disability is vital as a special educator and striving to
teach students with disabilities as students without a disability are taught, putting students with
disabilities in a general education class makes the most sense.

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Reference Page

Fiorello, C. A. (2006). INCLUSION: INFORMATION FOR SCHOOL ADMINISTRATORS.

The Behavioral Analyst Today, 2(1), 40-42. Retrieved April 15, 2016, from
http://web.b.ebscohost.com.indianapolis.libproxy.ivytech.edu.allstate.libproxy.ivytech.edu/ehost

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Immike, K. (2016). Inclusion: Friend or Foe. From My Perspective, 8-9. Retrieved April 15,
2016, from
http://web.a.ebscohost.com.indianapolis.libproxy.ivytech.edu.allstate.libproxy.ivytech.edu/

Kohler-Evans, P. A. (2006). Co-teaching: How to make this marriage work in front of the kids.
Project Innovation, 127(2), 260. Retrieved April 15, 2016, from
http://ic.galegroup.com.indianapolis.libproxy.ivytech.edu.allstate.libproxy.ivytech.edu/

Pickard, S. R. (2009). The use of the Welsh Inclusion Model and its effect on elementary school
students. Project Innovation, 130(2), 265. Retrieved April 15, 2016, from
http://ic.galegroup.com.indianapolis.libproxy.ivytech.edu.allstate.libproxy.ivytech.edu/