2.+Challenges+to+Inclusion

= __ Challenges To Inclusion __ =

Embodying the concept of heathy debate held in our belief statement, it is important to confront objections in order to understand resistance and address concerns in a knowledgeable, thoughtful, considerate, and INCLUSIVE manner.

=1. Restructuring for Inclusion:=
 * There are several challenges to inclusion that can be discussed:**

The __**Inclusive Classroom**__ must be a community of belonging and acceptance to the needs of all students.

Dr. Marquita Grenot- Sheyer stated in an interview, in 2001, that two parallel systems, the general education room and the special education room need to be brought together to enable a true inclusive classroom. The joining of these two parallel systems calls for the collaboration of teachers, parents, and administrators. All involved need to value human diversity and engage in social relationships

As with anything in life the success of inclusion is not an easy task, however, all involved must interact and take responsibility for each other. [|The Center for Social Development & Education] (CSDE) is a multidisciplinary research and training institute whose mission is to promote the social development of children with disabilities and increase their success in school and the community, while simultaneously working to eliminate the attitudinal barriers that limit opportunities for their full participation in society.

The Power of Inclusion Video says it all!

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=2. Effects on Students, Teachers & Parents: =
 * **Effects on Students:** If there is not enough support in the school district or school itself for the child who is put into an inclusive classroom then the process will not work for the student to become successful. These supports include collaboration by the general education and special education teacher utilizing all the resources possible to enable the student to achieve what is stated in that child's Individual Education Program. If the resources are there and both teachers are working together to provide the best education for that child as well as the other students in the classroom then full inclusion will work.
 * **Effects on Parents:** All parents want their child to be welcomed into the classroom with other children and not be discriminated against in any way. Parents want their children to have the respect and resources needed for them to be successful in the inclusive classroom environment. If these needs are not met within the inclusive classroom, iit is highly unlikely that parents will be satisfied with their child's education.
 * **Effects on Teachers:** The general and special education teachers need support from the school administration as well as the parents of all childre n in their classroom for inclusion to be successful. If tea chers are not given the tools they need for the inclusive process (i.e. professional learning communities which provide preparation time to collaborate with colleagues about educational issues like differentiated instruction) then the process will not work. Teachers also need cooperation from all the student s in the classroom for inclusion to work effectively. In addition to these points, teachers need to work in conjunction with any other support teachers (i.e. occupational, physical, and speech therapists) who may be assigned to a student in their classroom. Time management is to be considered and arranged for the benefit of the student.
 * **In con clusion: ** The inclusive teaching process needs the proper resources, supports, teacher preparation, staff development, vision statement, class restructuring, and commitment for it to succeed. If all these challenges are met, then inclusion has a chance of working effectively for everyone involved.

//**The IDEA Law and how it effects inclusion**// is important to review for all educators and parents who have their children in an inclusive setting at school. http://www.newhorizons.org/spneeds/inclusion/law/front_law.htm

//The following is an article//, **Early Childhood Inclusion: A Joint Position Statement of the Division for Early Childhood (DEC) and the National Association** **for the Education of Young Children (NAEYC**). Chapel Hill: The University of North Carolina, FPG Child Development Institute //about inclusion and how it relates to the early intervention (children 3-5 years).process.//

=3. Achieving Social Justice within the Inclusive Classroom: = ====Rather than focusing on labels & disabilities, improving outcomes for all students becomes the focus by matching needs to high-quality instruction and intervention techniques using learning rates and levels of performance to guide decision making. Some ways to address disproportionate representation in special education are to:====
 * ====Focus on Outcomes====
 * High quality instruction
 * Clear goals & objectives
 * Teacher training/professional development
 * Identification of all students' needs (on an ongoing basis)
 * Achievement gap - services scientifically research-based on needs, not labels
 * ====Focus on the Individual (as well as the community: Classroom, School, and District)====
 * Multi-tiered instruction
 * character education
 * morning meeting
 * IEP
 * Differentiated Instruction
 * Universal Design
 * ====Focus on Data====
 * Universal screening
 * Systematic data collection
 * Research-based assessments
 * Intervention techniques
 * Progress Monitoring
 * RTI (Response to Intervention)

For further information on achieving social justice within the inclusive classroom, please visit the following sites: [] [] ** References **