Educational Inclusion Philosophy

Paper Summary:

This paper examines the history and competing arguments in the debate on whether learners with disabilities should be included in the 'normal' classroom environment. It explains how inclusion may not be the ideal solution in all cases, but suggests that a full inclusion model best serves the interests of the learners and society as well. The writer explains that the philosophy of inclusion hinges on helping students and teachers become better members of a community by creating new visions for communities and for schools. The writer concludes that while it must be acknowledged that there are costs associated with inclusion, from an idealist perspective, the clear economic and social benefits to society from educational inclusion override these costs.

Outline:
Introduction
Personal Interest in Inclusion
Brief History of the Issue and Conflicting Arguments
Conflicting Arguments and My Position
Conclusion

From the Paper:

"The issue of inclusion and inclusive practices in education with respect to learners with disabilities is one of the most controversial debates in the field of education. While there has been a general movement towards the full inclusion of all students with disabilities in Western countries such as Canada, studies have found that the actual level of inclusion and inclusive practices does not meet the ideal. Indeed, there is even debate whether inclusion best serves the interests of all students in this group, especially those with emotional and behaviour disorders (E/BDs) (Heath et al. 2003)."

Sample of Sources Used:

• Ferri, B. and Connor, D. (2005). "Tools of exclusion: Race, disability and (re)segregated education." Teachers College Record, 107, 3, pp.453-474.
• Forlin, C. (2001). "Inclusion: Identifying potential stressors for regular class teachers." Educational Research, 43, 3, pp.235-245.
• Heath, N., Petrakos, H., Finn, C., Karagiannakis, A., McLean-Heywood, D., and Rousseau, C. (2004). "Inclusion on the final frontier: a model for including children with emotional and behaviour disorders (E/BD) in Canada." International Journal of Inclusive Education, 8, 3, pp.241-259.
• Middleton, L. (1999). Disabled children: Challenging social exclusion. Oxford: Blackwell.
• Organization for Economic Cooperation and Development - OECD. (2003). Disability in Higher Education. Paris: OECD Publications.

More papers on Educational Inclusion Philosophy:

• Persuasive Essay # 94322 : "Inclusion"
• Analytical Essay # 131118 : "Inclusion and the Philosophy of Education"
• Term Paper # 124206 : "Philosophy of Inclusion"

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