PERSONAL DEBATE PAPER 2
Balanced and Objective Articulation of Both Sides
Yes: The Case for Inclusion
The approach of teaching students who possess special needs alongside their
classmates who are typically developing in regular general education classrooms is known as
inclusion in education. Advocates of inclusion contend that it offers a host of advantages and
benefits to students with special needs, unique learning styles and disabilities, their classmates,
the teachers and the school community at large. A sense of acceptance and belonging is
fostered by inclusive education, according to research, which encourages friendships,
relationships and social connections between students with and without challenges or
disabilities (McLeskey et al., 2020). Learners with exceptional or individualized needs may
benefit from these social connections in terms of their social skills and self-esteem leading to
better engagement in and out of the classroom.
Inclusive education fosters higher expectations and performance by exposing students
with impairments, disabilities and challenges to the same curriculum as their peers (Carter &
Hughes, 2020) but with diversification and specific learning plans. This promotes academic
progress, leading to increased achievement and successes. Differentiated education, which can
ultimately benefit all students by accommodating diverse learning styles, is a common practice
among special education teachers in inclusive settings. Furthermore, inclusive education
prepares not only special needs students but all students for a diverse society by fostering
understanding and reducing stigma towards those with impairments (Sailor & McCart, 2021)
encouraging interactions between all in the learning environment.
Finally, inclusion complies with moral and legal requirements. As appropriate, students
benefit from being in the least restrictive learning environments. Students with disabilities should
receive their education alongside their peers without disabilities, according to the Individuals
with Disabilities Education Act (IDEA) (U.S. Department of Education, 2020). The idea that
inclusion is not just advantageous but also a right for learners with exceptional, unique and
individualized needs is supported by this legislative framework.
PERSONAL DEBATE PAPER 3
No: The Case Against Inclusion
There are some researchers and educators that argue against complete inclusion
despite its advantages, pointing out its possible disadvantages and difficulties. The possibility
that inclusion may not always be able to satisfy the unique and individualized requirements of
students with special needs is one major cause for concern. These learners frequently need
specific, individual help and education, which can be challenging to offer in a typical general
education classroom. Students with severe disabilities may benefit more from specialized
programs where they can receive individualized, in-depth education from qualified special
educators, according to Connor (2021).
Full inclusion is also scrutinized and criticized for its potential to tax resources and the
overworking of general education instructors, ones who might not have the training, background
knowledge or skills necessary to be able to effectively teach students with special needs (Fisher
& Frey, 2018). These challenges could result in insufficient assistance and ineffective instruction
for students with impairments, special needs or challenges as well as their general education
classmates who are typically developing; this could possibly impede the academic achievement
and success of every student.
Furthermore, a regular classroom's physical and social setup could not always meet the
needs of students with impairments, special needs and/or challenges in the classroom. For
instance, if the classroom environment and setting is not suitably modified, sensory overload,
behavioral problems, and social isolation may arise (Hughes & Carter, 2020). These situations
may have detrimental effects on the schooling and general well being of students with
exceptional needs, indicating that some students would possibly benefit more from placements
in special education classrooms or specialized schools.
PERSONAL DEBATE PAPER 4
Conclusion
After carefully weighing the pros/advantages and cons/challenges of both arguments, I
have come to the conclusion that I believe the best and most appropriate method for teaching
students with special learning needs is to take a flexible and individual approach for the
classroom. Even though inclusion in special education has many positive social and academic
effects, there is not necessarily a one-size-fits-all approach, students possess an array of
needs, disabilities and/or challenges. Learners that possess special needs ideally should be
placed according to their unique needs, preferences, and strengths, taking into account the
resources of the educational environment as well.
Access to the general curriculum and beneficial chances for social integration with their
peers are frequently offered by inclusive education. Specialized classroom settings could be
required for children with more severe disabilities or specific needs that cannot be sufficiently
met in a typical general education classroom in order to guarantee that they receive the right
kind of care and education opportunities. This strategy is consistent with IDEA's guiding
principles, which support the least restrictive environment when possible, which is customized to
the particular needs of each individual student.
According to the Bible, we are obligated to respect and care for every person, seeing
their potential and intrinsic value. In Galatians 3:28(NIV) we are told, "There is neither Jew nor
Gentile, neither slave nor free, nor is there male and female, for you are all one in Christ Jesus."
This idea backs up the necessity of inclusive behaviors, fostering fairness and a sense of
belonging and community. This verse also emphasizes how crucial compassion and
discernment are, especially when deciding on educational options that will actually help each
and every student, no matter their learning styles, disabilities or challenges. As Christian leaders
in special education, not only our mission, but our duty should be to ensure that every student
flourishes intellectually, socially, and spiritually. We can do this by offering the learners the best
possible instruction and assistance in the most appropriate setting according to their specific
needs.
PERSONAL DEBATE PAPER 5
REFERENCES
Carter, E. W., & Hughes, C. (2020). Inclusive education and meaningful engagement:
Embedding self-determination into school-wide practices. Journal of Special Education
Leadership, 33(2), 95-108. https://doi.org/10.1177/0022466919874143.
Connor, D. J. (2021). Beyond inclusion: Seeking justice for disabled students. Educational
Researcher, 50(1), 30-39. https://doi.org/10.3102/0013189X20982594.
Fisher, D., & Frey, N. (2018). Leading the co-teaching dance: Leadership strategies to enhance
team outcomes. Journal of Special Education Leadership, 31(1), 21-32.
https://doi.org/10.1177/0022466919874143.
Hughes, C., & Carter, E. W. (2020). Strengthening the research-to-practice pipeline: Implications
for inclusive education. Journal of Disability Policy Studies, 30(4), 199-207.
https://doi.org/10.1177/1044207320909618.
McLeskey, J., Billingsley, B., & Ziegler, D. (2020). The changing roles of special education
administrators: Impact on inclusive schools. Journal of Special Education Leadership,
33(1), 1-12. https://doi.org/10.1177/0022466919874143.
Sailor, W., & McCart, A. B. (2021). Stars in alignment: Inclusive education and schoolwide
transformation. Research and Practice for Persons with Severe Disabilities, 46(3),
150-165. https://doi.org/10.1177/15407969211012319.
The Bible, New International Version (NIV).
U.S. Department of Education. (2020). Individuals with Disabilities Education Act (IDEA).
https://www.ed.gov/IDEA.
