Case Study: Inclusion Model
Case Study: Inclusion Model
Are Sally’s current special education services consistent with the inclusion model? Why? Why not?
The inclusion model of education is a concept and strategy for boosting the performance of children with special needs by letting them spend most or all of their time with other abled children (Sellman, 2012). The model is based on the psychological theory that the performance of a child with special needs is likely to deteriorate if they are made to spend many a lot of time apart from the other children. The theory suggests that the performance of a person in academic tasks is highly affected by what they feel about themselves, and what others perceive of them (Sellman, 2012).
The model of inclusion discourages education systems from setting aside children with special needs for long hours in the name of giving them specialized help or attention (Recchia, 2013). In the case of Sally, the decision of their teachers to keep her inside her classroom for most of her time in school is inconsistent with the inclusion model. Secluding Sally may eventually develop a feeling of self-antipathy so that she will lack confidence in herself and see herself as a dumb and incapacitated person (Recchia, 2013). Moreover, the other children in Sally’s class may gradually develop the mentality that Sally is a disabled person, and probably label her, call her names and dismiss her (Recchia, 2013). If these things happen, they will only serve to condemn Sally to believe in her inability to comprehend reading and solve mathematical problems. Instead of mitigating her problems, her condition may go from bad to worse.
What should Sally’s general education 3rd-grade teacher do to help fully include her within the 3rd-grade classroom?
For Sally to start performing well in her reading comprehension and math reasoning tasks, her 3rd-grade teacher needs to make sure that she fully includes Sally within the 3rd-grade classroom. One way of including her in the classroom is cut down the amount of time she spends within the walls of the classroom (Sellman, 2012). Letting Sally go to play with her classmates is likely to boost her morale and self-confidence. When she begins feeling equal to the other children, she is probably going to face her reading comprehension and math reasoning problems with much more confidence (Sellman, 2012). Instead of spending 20% of her school time receiving specialized care and attention in the areas of her weakness, Sally could do better with just a small fraction of that percentage, and more of time with her peers.
Another way of including Sally fully is to cease assigning her to a special teacher. The very thought of having to do special sittings with a special education teacher makes Sally feel secluded (Recchia, 2013). It would be viable to have the regular 3rd-grade teacher give the special sessions and not a special education teacher. Sally would feel more like the others this way. Moreover, the special education teacher gives special instruction to Sally inside or outside her classroom. This scenario insinuates that, at times, Sally is exposed to open ridicule- having to be seen by many of her peers taking special sessions with the special education teacher. If at all the special sessions have to be, the best place to have them is inside a classroom, and if possible Sally’s regular classroom (Sellman, 2012). By all means, Sally’s teacher should do be careful to let her spend time with the other kids, and reduce all avenues through which she may lose her confidence, or through which other children may ridicule or label her.
Recchia, S. (2013). Inclusion in the early childhood classroom: What makes a difference. New York: Teachers College Press
Sellman, E. (2012). Creative learning for inclusion: Creative approaches to meet special needs in the classroom. London: Routledge.