Writing: Inclusion Project (Quality Work Only)

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Clasi Notes on the lnclusion EssaY

Topicr Seails Storyr A Iesson in Lite

'ti'nelrirnei x993

Locationi Baltimorc Courrty, Ml)

ChildrSearl Be88

Moiher: Dee llegB

Special education $chooll RadBe

Mainstrcarf| schooli SPJ[k5

'Ieacher: KaLhy Ipple

Sean'5 kiend: BobbY Slrr ivef

CASE DEIAILSI

The ntqin questiotl to

address in the

Is Inclusiort a unicPte

opportunitY to teach

tolerance, or a

misguided eJfort

that drags an erttire

class to the level of

its slowest learner?

project:

In 1993 Dee BeBB thc mother ot Sean an ciSht_year-old boy witb Down synd'ome (Trisomy 21) filed a lawsuit nSainsl the school distr kt in

Baltimore counry, MD and took her claim to the office of civil rilhts to Bet authorization to enroll her 5orl senn at sparks ElernenlarY irljLcitd ol

Rrd8,e spccial€d schoolhe had becn attendinE. she won and herson was enrolled. The .iou rney o f the child howeverwas a veryhardonp flc

had many adjustments to make and at the end of the first Sradq he still could not read. His friend Bobby who had remnined at RrdSe lrottirvrr

had mastered his readinB by thc end of the first grade.

In Lhi, projecl vou wi examute the concept of inclusion in educttion and how it impacts students, parents, leachers, lhe reSolar rlutl!'rl rr)d

the society as a wholo,

CorrPct textilook Ievels

Spocialized teachers

Sense ot comftlunity

Learning lite-skills

At SParks:

incorrect textbook levels

non-specialized teachers

socialisolation

widening academG 8aP

Mild violence toward olher chiidren

Th€ need lo hire four additional teachers

Argumenti for f ull inclusion

Advocates say thitt cven partial non-inclusion is nlorally unacceptable, Propooenls believe that non-inclusion rcduces the d'Sabled ltudontl

,o[ial impodance ard thirt Inaintaining their social visibility is more importaflt than their acadcmic achievemcnt. Proponenls say Lh't socrr:lv

accords disabted people less huuran di8nity when lhey aae less \isible in Beneral education classrooms. Advocates say thal eveD if tYprcal

Etudents n.c hanned acadcmicalty by the fu Inclusion of certain special needs students, that the on_inclusion of these students would r{rll be

mora y ufiacccptable, a5 advocates b€lieve that the hafln to tyPcal students' education is always less important than the social h'rnl ct!tdd bv

Inaking people with disabilities less visible in society.

A second key arSument ir that cverybody benefits frotn Inclusion. Advocates say that there are many childrerl aDd yoltn8 people wlo don l lrl rr

(or leel as rhouSh they doo,t), and rhat a school that fully includes all disabled student5 fee15 welcoming to all Moreover, nl least one lutho'

has sruclred !he impact a diverstfied student body has on the Beneral education population and has concluded that studerlls with merrlll

retarda[ion who 5pend ti,ne among their peers show an increasa in social skitl! and academic proficiency. Advocates for inclQsron l3v thill thd

lonB-term effects ol typical students who are included with special need5 sttldents at a very younS age have a hciShtenecl seDsitlvity l0 tlle

ahallenBes that other5 face, increased empathy and cor passion, and improved leadership skills, which benefits dll of society A conrbr]llion ol

indusionandpu|l-out(0nltia|inc|u5ion)snrviccshas()onshownf)be

inacla55,notjuststud.:ntswithspcciaIneeds'somer0rclrchshow'thatjnctusionho|p5st(dontsUn(krrstandtheilnportnnce0|woltx]n t{Jlether, ,nd fostcas a sonse of tohrancc und cmpathy a|non8 dle student

body'

'l-hcre are rYrlny Positivc

thc enhancclnent ofsocinlstntus with nondisabkld pecrs

Criticism

{)t a djrcct rcsult or inclusion as a concept

l:u||inc|usion|naYinfactbcawaylorschoo|rrop|acate|i]ra|rt'i]ndl aruinfactillusiveaf'ortstoc.lucltion5tudcn oiindividualizod5arvic(]sprovi.l(|d|olstuc|e|rtswithlt:P5wht$p|acedinaninch|5iveratI)arthanmi||5tioanlod(I|vir lcsea.chcr5havemaintail]cc|5choo|C!|strlctsne8lecttoplepa|e8cncra|cduca[io|l$tilfff0l5tudcnt5with5pocia|nc{:ds,t|t|lJplevcn(I]ly ad1ievcment'Moraover,schoo|districtsoftcnexrloundltlinc|usivophih5ophyforpo|itica|reasons,anddoawi|ywitha||yva|Uab|epr|,0U| scrviccs, all on bchalf of thc studcntJ who havc no so 5ay in the mttcr, lnclusion is viewed

by some as a practic(l philosophicllly ntuactryo vct

imp.actica|,}nd5tudiorhavenot(orroboratc.l!heproposcdadvan1il8osoffu|jorPn[ia|inc|u5ion'Morcover,,})t|shin'.s(]lviI:it)ldo09noi n||0ws|udcnt5withmode|atetoscvcreClisabi|it|esindividua|izcdin!tl'!|ctioninr0sourcoro in both lcarningard ef t)cc{ule of fcars thal tl nrSue that incluSivc school! atc not a cost-offectivo responsc whcfl compalod t0 cheaper

or more cffective intolvorltions' sllch ls speciitl

(iducation. lhev argue t rneet their uniquo needs. l his is hclp stuai{:nts with spQciill necds adjust as quickly a5 possible to thc mainstrtjilnl

ol'tlrc schoolrnd

commufi!y. proponent

:;l)ecin|cducdtion.sof]0arBoethati5o|attn85ludentswith5Pec|a|nce(|slay|ow0r!he|r5c|f othelpooplg.|nkccpin0(|l05estudcnts|n!icparatecla,5Iootn5th4y:Irei,r8oin8to5eethe5!rg(tcsandac||icvc|n(nt5th.i|eycann]lkt: to8other'||owever,iltjcastonestuC|yindicat s(:0rcs, whcro lltc bcnclit ol inclus;on ll us not yet bcen provod

CoBnitive LleveloPmcnt

co8ni|iv€dcvclopmcntinchitdranwithDownsyndrornci5quit idiVidualrc|iib|y,nor|st|1cntlmDcrorappcaranceofphysicalfeat(rcsplcdictivcoffuturaabilitY.sinccchi|drcnwi wkleran8cotabili!ies,succassatschoo|canVary8rcat|Y,whic||unrlcr|inesth{1nportanceof prob|em5thati|rfoL|n{]alnon8chi|drcnwithoownsyn(|lotncci,nn|so|)cfoUnamonl|lyplc prour:rnrs !hat rre olfo.c(l th(ou8lr thc sclrools ot otirer nunns

hdivifluats with Down syndro|11e diiler considerably i0 their lantuaEe and communication skills lt is roLrtine to screen for middle oar problcmr

and healinE loss; low Sain herrinS aads or other amplilication devices can be useful for lanSuaEe learnirs Eady communication irltervenlion

fost€rs tinguistic ska[s. Language alsessments can help profile strenSths and weaknesses; for example, it i5 common for roceptive hrrSuag€ tkillt

to exceed expressave skills. hdividuallzed 5peech therapY can tatSet speclfic speech €arors, increase speech inlclligibility' and in sonle ctlt9

encoura8e advanc€d language and tiLeracy. Augmentative and alternative conrmu|ication {AAc) nrethods, such as poin1io8, body li'n8!a8e,

In education, main$treatnin8 o{ child.en with Down iyndrome is becominB less conffoversial in ma|ry countries. for exanlpie, therP is il

preslrnlption of mainstream tn rany parrs of the uK. MainstreaminS is ihe plocess whereby students of diftcrinS abililies are plncod in dlllses

with their chfonoloSic.l peerr. children with Down syndrome maY not a8e ernotionally/socially and intellectually at the same rater rs chikltpn

wirhout Down syndrorner so ovef tinre the intellectual and ernotional 8ap betwoen children with and without Down syndrone mav wki€n

complex thinkinS as fe(tuired in !ciences but also in history, the arts, and other subjects can often be beyond the abilitiet of sonle' or achreve{l

nru.h later rhan in other children. thcreto.e, children with Down syndrome may benefit fronl mainstreaminS provided that 5one ildlLrttrDerltj

arc nade to the curricLrlum

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