Special Education Inclusion

Summary:

The article I chose focused on a first grade classroom in Stanwood, Washington. This class has eighteen children, eleven of whom are typically-developing children. The other seven have mild or severe disabilities, including down syndrome and autism. Inclusion is not an uncommon thing in classrooms, in fact, it is widely encouraged. This classroom is different, however, because of the severity of the disabilities. Typically children with down syndrome and autism are placed into solely special education setting, with little or no interaction with general education students.

Both groups of children are reaping the benefits from this classroom setting. The children without disabilities have shown a more compassionate side. They continuously help their classmates when in need, stick up for them in social settings, and consider the special needs children their friends. In most school settings, they may not have ever had a chance to interact with their new friends. As far as the children with disabilities, many are showing improvement in both social skills and academics. They are receiving great peer interaction as well as models for success. As they see other children striving forward it encourages them to do the same. One mother who said her son is autistic and largely non-verbal is thriving in this classroom setting, learning more than he ever had before.

The only problem the principal sees with this blended classroom is the huge workload it presents for the teacher, Judy Birk. On top of making sure that all students are meeting academic standards, she must also concentrate on the different goals set up in the Individual Education Plans for her students with special needs. This creates a lot of work and a lot of planning. Although she admits that it is tiring, Birk says with the help of her teaching assistants it can be done and is well worth the benefits the students are receiving.

Personal Reaction:

As a future elementary school teacher, this article grabbed my attention immediately. I found it to be very inspiring, but at the same time, I had my doubts. The benefits of blended classrooms, in my opinion, are more in the social context rather than the academic. For general education children, it gives them the experience and relationships with special needs children that will foster acceptance and understanding throughout their lives. I know several adults who do not feel comfortable around people with disabilities merely because they have never had an opportunity to spend time with them to realize they really aren’t that different from anyone else. That alone is a huge benefit of this blended classroom. For the special needs children, it gives them the opportunity to be included in general classroom settings, and a chance to create normal friendships with all children. Students with especially severe disabilities typically would not have the opportunity to form these close relationships at school.

In the academic context of the situation, I do not see it being quite as successful, especially in the long term. While the teacher and principal say that all of the children are receiving