Reaction Paper The benefits of inclusive education are numerous for both students with and without disabilities and there is not any research that shows any negative effects from inclusion done appropriately with the necessary supports and services for students to actively participate and achieve IEP goals. Inclusion Education has its own pros and cons but I personally believe that though it may be a challenge to all concern, it is more beneficial in the long run.
For as long as there is a proper support system and they follow the modification to the letter, it will yield a more positive result. Inclusion remains a controversial topic in education because it relates to educational and social values, as well as to our sense of individual worth. There are advocates on both sides of the issue. Some view inclusion as a policy driven by an unrealistic expectation that trying to force all students into the inclusion mold is just as coercive and discriminatory as trying to force all students into the mold of a special education class or residential institution.
On the other side are those who believe that all students belong in the regular education classroom, and that “good” teachers are those who can meet the needs of all the students, regardless of what those needs may be. By implementing inclusion into schools, children learn to accept individual differences. The best way to help children overcome their misconceptions about kids who have disabilities is to bring them together in integrated settings.
Kids are clustered in specific classes but distributed across all teachers. Students receive instructional supports that maximize their participation in the general education curriculum and their engagement in the general population. Teachers use a variety of strategies, including curriculum and instructional adaptations, peer tutoring, cooperative learning, and layered curriculum. The key factor here is a commitment to follow the necessary components. E. g.
Appropriate Supports and Services, based on individual’s and needs. Classroom, building and district decisions and planning reflect the needs of students with disabilities. Active Participation, all activities are designed to be accessible for all students. Collaboration and Team Planning, General and special education staff have ownership of students with disabilities. These are some of the ideal components for Inclusive education to work and though it is challenging, it is not impossible.
In progressive countries such as America, this is highly likely to work but in the Philippines, where the facilities are substandard, the teachers are overworked and the teacher student ratio is about 1:50, it is highly likely to work against the student with special needs. For it to do more good than harm, the school curriculum modifications and components should be followed to the letter. Otherwise, we should think twice about implementing inclusive education.