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It Takes More Than Inclusion

Over the past few decades, there has been a national push for change in how

students with disabilities are educated. In the nineties, the IDEA mandated that all

students, with and without disabilities, be educated together to the greatest extent possible

and that all students be provided with appropriate services to help each individual succeed

(Rosenzweig). This change came in the form of inclusion, rather than self-contained

classrooms. Although inclusive classrooms lead to higher rates of success, there are many

factors that impact inclusion’s effectiveness and, seemingly, there is a deficit in an

important aspect of the movement. Many general education teachers have come to realize

that they lack knowledge when it comes to assistive technology, behavior management, and

the supports and services available to their students, which ultimately hinders their ability

to provide the best education possible to diverse learners.

Many general education teachers avoid assistive technology. AT is any item, tool, or

strategy that helps students with disabilities access the general education curriculum by

enhancing learning. Unfortunately, such tools are hard to implement in an inclusive

classroom when the general education teacher feels unfamiliar with the technology.

Unfamiliarity is often due to the lack of time to practice using assistive technology in

correlation with training; little to no experience makes it difficult for educators to apply the

technology in their classrooms (Knighton). Assistive technology includes augmentative and

alternative communication devices, screen readers, hearing aids, and countless others. It is

impossible for teachers to be expert users in each of the technologies, but if teachers were

given the proper resources and time to practice using the technologies necessary for
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students in their classes, there would be less time wasted attempting to use the tool with

the student.

In a classroom, wasted time can be attributed to a variety of causes, but lack of

behavior management can be one that is monumental. Students with a variety of

disabilities can have behaviors that interfere with classroom learning. After different

interventions have been attempted, these students can be given a behavior intervention

plan, which aims to prevent disruptive behaviors. While a BIP may sound like a good

preventative measure, 80% of general education teachers report not feeling comfortable

using the plans in their classrooms (Rosenzweig). Whether it stems from lack of support or

training, general education teachers tend to struggle in handling behavioral disturbances

and are not given the tools they need to succeed in providing the best environment for

their students.

General education teachers can lack an understanding of the supports and services

necessary for their students with disabilities. Their lack of understanding may translate

into poor quality support given to their students as they attempt to put into practice the

strategies passed on by therapists. Even services such as speech-language pathology,

sensory integration therapy, and the role of a teaching assistant are often not as

understood as they should be (Rosenzweig). Without a basic understanding, educators may

not see the value in certain activities a student is required by her IEP.

There is a need for general education teachers to be trained appropriately in order

to possess the knowledge and ability to teach students with disabilities. Prior to their

careers, general educators take an average of 1.5 courses regarding special education or
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inclusion (Cameron). Teacher-education programs should include training in assistive

technology, experience in addressing certain behaviors, and the discussion of other

supports for students. By better preparing teachers, students with disabilities have a

greater chance at thriving in an inclusive space.

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Works Cited

Cameron, David L, and Bryan G Cook. “Attitudes of Preservice Teachers Enrolled in an

Infusion Preparation Program Regarding Planning and Accommodations for Included

Students with Mental Retardation.” ​Agder University College, University of Hawaii​, Division

on Developmental Disabilities, 2007.

Knighton, Laura H. ​Teacher Knowledge of Assistive Technology for Inclusive Classrooms​, The

University of Alabama, Ann Arbor, 2013​. ProQuest​,

http://proxy.lib.pacificu.edu:2048/login?url=https://search-proquest-

com.proxy.lib.pacificu.edu:2443/docview/1448872217?accountid=13047.

Rosenzweig, Kate, "Are Today's General Education Teachers Prepared to Meet the Needs of

Their Inclusive Students?" (2009). NERA Conference Proceedings 2009. 10.