Inclusion Class

INCLUSION CLASS 4

InclusionClass

Inclusionclasses for special needs students are extremely useful andappropriate for both the normal students and the students withspecial needs. It is essential to note that inclusion classes aresituations whereby students with disabilities learn together withother normal leaners in the same classroom. Since the inception ofinclusion classes, there has never been a single negative outcomethat is associated with such classes (Ashby &amp SyracuseUniversity, 2013). It is therefore evident that the inclusion classesare something that should be encouraged in all schools across theworld. There are numerous benefits associated with inclusion classesand I therefore support and agree with the idea of inclusion classes.

Researchhas indicated that inclusion classes are beneficial to both thenormal students and the disabled students. By having normal anddisabled learners study in the same class, the teacher manages tosignificantly reduce stigmatization that is associated with variousforms of disability such as physical disability. The disabledstudents are able to feel welcome and relaxed, as well as feel asbeing part of the student fraternity. In situations where suchdisabled students might be separated and or excluded from the classdue to their conditions, feelings of rejection and non-appreciationwould be imminent (Willis &amp ASCD, 2014). More often than not, thedisabled students do not have any cognitive disability and theirlearning curve is similar to that of the normal students. In thisregard, it is evident that the disabled students, as well as thenormal students will benefit through sharing knowledge and skills.Every student, whether disabled or normal will have an opportunity tolearn from the other (Ashby &amp Syracuse University, 2013). This isan extremely important and essential setting since students learnmore from each other than they learn from the teachers.

Thereis enormous evidence which suggest that disabled students reducetheir aggressive behaviors, absence behavior and improve theiracademic performance when they are put in inclusion classes. The mainpurpose of sending a learner to school is to acquire education.Therefore, it is extremely essential to have inclusion classes toensure that learners are not missing school and that they acquiregood grades in school. This can be associated with the abovediscussed point which suggests that students learn from each other.It is also prudent that disabled children do not miss school due tostigmatization and exclusion (Willis &amp ASCD, 2014). This greatlyenhances their performance at school, as well as their future livesin the society. When disabled children are showed love and care fromthe normal students, they tend to suppress their aggressivebehaviors. This is vital for their learning and interaction withother students.

Itis also clear that inclusion classes enhance relationships betweenstudents. In an inclusion class, it is imminent to find a normallearner having a good relationship with a disabled learner. This iscritical in that it helps the students to prepare for the outsidesociety where they will have to interact with all sorts of people(Willis &amp ASCD, 2014). Inclusion classes are also a way ofensuring that students learn how to appreciate and value otherpeople. In other words, students are able to appreciate diversity.

Lastly,inclusion classes ensure that there are opportunities for all peoplein society. For instance, the disabled people are allowed to learn atthe same pace with the normal students and therefore find good jobslater in life (Ashby &amp Syracuse University, 2013). Subsequently,this leads to respect for all the members of the society. Inclusionclasses should be legalized in all schools across the world to offerequal learning opportunities for all people and reducediscrimination.

References

Willis,J., &amp Association for Supervision and Curriculum Development.(2014). Brain-friendly strategies for the inclusion classroom: Insights from a neurologistand classroom teacher.Alexandria, VA: Association for Supervision and CurriculumDevelopment.

Ashby,C. E., &amp Syracuse University. (2013). &quotCastinto a cold pool&quot: Inclusion and access in middle school forstudents with labels of mental retardation and autism.New York: Syracuse University press.