My view on inclusion: It all depends
By Christopher Basil
EDI 600 Psychological Foundation of Education
School of Education
Long Island University, C. W. Post
October 15, 2008
Long Island University, C. W. Post
October 15, 2008
There are countless factors that can affect one’s learning - at varying degrees – but one of the most damaging and influential factors is having a disability. Whether it is physical, mental or psychological, it’s affects can be extremely powerful.
As we all know, children can be brutally honest and downright cruel at times, especially to someone who is arranged in a different way than everyone else. Self esteem plays an important role in an individuals life and greatly affect the ability to learn as well. It can alter the way a child participates in class and plays amongst friends, as well as change the way he or she feels about learning. If a child is ridiculed for the way they look or act, they will certainly be apprehensive about partaking in any class activity that will put the spotlight on them. By the same token, some might feel that a child with a disability doesn’t belong in the same classroom with the regular education students because their presence might hinder the overall learning process. It sounds a bit barbaric and cruel, but it’s how many people feel.
I, for one, fall somewhere in the middle and I’d like to explain why. To me, I think it’s the disability that’s in question, not the particular child afflicted with it. Meaning, if a child has a physical disability - such as the need for a wheelchair for example – then I completely disagree that he or she shouldn’t be allowed in regular education classes. However, if the disability is mental or psychological, then the lines begin to blur. At what point do you say a child is so mentally handicapped that he needs to be assessed to a separate and more structured classroom environment. At what point do you say a child has become a hindrance to his fellow students because of his inability to grasp the information at hand, or is he a hindrance at all? It’s a very difficult subject to address.
As we all know, children can be brutally honest and downright cruel at times, especially to someone who is arranged in a different way than everyone else. Self esteem plays an important role in an individuals life and greatly affect the ability to learn as well. It can alter the way a child participates in class and plays amongst friends, as well as change the way he or she feels about learning. If a child is ridiculed for the way they look or act, they will certainly be apprehensive about partaking in any class activity that will put the spotlight on them. By the same token, some might feel that a child with a disability doesn’t belong in the same classroom with the regular education students because their presence might hinder the overall learning process. It sounds a bit barbaric and cruel, but it’s how many people feel.
I, for one, fall somewhere in the middle and I’d like to explain why. To me, I think it’s the disability that’s in question, not the particular child afflicted with it. Meaning, if a child has a physical disability - such as the need for a wheelchair for example – then I completely disagree that he or she shouldn’t be allowed in regular education classes. However, if the disability is mental or psychological, then the lines begin to blur. At what point do you say a child is so mentally handicapped that he needs to be assessed to a separate and more structured classroom environment. At what point do you say a child has become a hindrance to his fellow students because of his inability to grasp the information at hand, or is he a hindrance at all? It’s a very difficult subject to address.
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