by Jennifer Terry

Created on: September 11, 2009   Last Updated: September 20, 2009

History teaches us that segregation is not productive for the human race. It is not only my opinion that inclusion works but the facts bear this out. Standardized testing is the measure of our schools at this point. Classrooms that are inclusive consistently have better scores than those which are not inclusive.

Many strategies that help children with disabilities also work for children that have developed typically. In fact, there are many variations among children's learning needs regardless of them having a diagnosis or not.

Inclusion is not a product of "political correctness" it is a product of recognizing an injustice and correcting it. Many call it inclusion. We call it going to school. Inclusion is supposed to be the norm. Reasons to EXCLUDE children have to be justified that it is for the benefit of the child being excluded. Unfortunately, people do get creative with this and many children are forced into segregated classrooms reminiscent of the 1950s.

Shortfalls in education are not the fault of the child being present in the room. The teacher would rarely focus on one child all day. If this occurs the teacher should act on behalf of the child and request a paraprofessional for the child. This is a protected right of the teacher to make such a request.

Low educational expectations may stem from textbooks being rewritten, grading systems changed, parents not wanting their children to have homework, etc, etc. But it is not from having other children present in the classroom.

Most children with disabilities do not require much adaptation to their lessons than the teacher would do for any other child. While some teachers may fear the "vast" changes to their teaching styles, this has not been the case. Some simple changes have included a slant top clipboard to sit on the child's desk for ease of writing, allowing the child to type instead of write when beneficial, or simply moving the child to the front of the class.

The key to inclusion is for the administration to be supportive and put the extra funding into the classroom where the child is so they can support the teacher. The teacher and resource teacher should have a good working relationship as well as respecting the opinion of the paraprofessionals. The professionals and the parents must constantly maintain a relationship that focuses on the child's needs and not the adult's needs or desires.

Learn more about this author, Jennifer Terry.
Click here to send this author comments or questions.