Arguably, inclusion remains one of the controversial issue and concept in education. This is because it is related to social and educational values, as we as influencing individual worth. In most cases, inclusion has been the centre of debate, in which many people ask if children equality is valued, the real meaning of inclusion, as well as the existence of inappropriate groups to inclusion. As a matter of fact, the issue has advocates who are for, while others are against. Certainly, it is somehow realistic to oppose the inclusion in special education.
Undoubtedly, those individuals against inclusion in special inclusion include parents and educators. Despite being against the issue, it has remained controversial in the entire world. Inclusion can be viewed by many as a policy that is driven by many unrealistic expectations; for example saving of money. Additionally, it is both discriminatory and coercive to force all students to inclusion rules and regulations in the name of molding (Charla 75).
Perhaps, inclusion in special education needs special teachers to handle issues in the classroom. Inclusion will make everything immensely complex, this is because the needs of students diverse tremendously. In fact, it is complex to discover the needs of each student, especially those with disabilities. School personnel and schools are always confused on the ways that should be implemented to meet various needs of students.
Research is highly crucial before undertaking the move of accepting inclusion in special education. This is not the case; there is minute data and information available on students with special needs in the education sector. The data needed include graduation rates, academic gains, involvement on community activities, as well as post-secondary schooling preparation. Inclusion in special education need to be decided of facts and research data rather than implementing it based on theoretical perspective (Philip 34). Furthermore, the decisions should be based on system capability to meet needs of students, needs of peers, as well as the needs of the child.
Inclusion in special education develops many issues that should be addressed. Hence, heightening its difficulties, and making it a vague move. The main issue includes extensive research, training of teaching personnel, as well as redesigning educational programs. Therefore, the entire issues takes time and in some cases requires a lot of money (Charla 79-80).
On the other hand, those who support the inclusion in special education base their issues on personal attributes, as well as educational gain. For example, they believe that inclusion promotes self-esteem, gives students a chance to learn and enjoy equal rights, and develops a better learning environment. Regardless, of various reasons for inclusion in special education, it is still a difficult task to implement. Hence, it is noteworthy to be against inclusion in special education.
Work cited
Charla, Trejo. The Impact of inclusion programs on the academic achievement on non-disabled
learners in selected Texas elementary schools. Texas: Tarleton State University, (2008) pp.76-80
Farrell, Michael. Debating Special Education. New York: Taylor and Francis, (2010) pp. 112-
Philip, Vickerman. Key Issues in Special Education Needs and Inclusion. Boston: SAGE, (2009)
Pp34-37
Winzer, Margret. Special Education in the twenty-first century. Gallaudet: Gallaudet University
Press, (2000) pp 230-240
