Paper Summary:

This paper discusses the ideology and briefly addresses the legal and ethical issues behind inclusion, further pointing out the challenges of teaching in such a classroom. Additionally, it gives an overview of recommendations and suggestions that support and assist teaching children with disabilities in inclusive settings. Various studies are cited which point out both the advantages and drawbacks of inclusion. It also examines current trends toward individualized programs for special education students within an inclusive classroom. The paper concludes by noting outcome studies on special education students in inclusive classrooms, most of which point to positive results.

From the Paper:

"In the early years of inclusion, many ideas regarding the teaching of children with disabilities just as we teach "normal" children was ideology and theory. The ideology was based on years of ignorance with regard to the potential of such children as they were frequently offered no education, as programs for special needs children were almost non-existent. Parents and educators began to band together to challenge the system to provide special education that would allow children educational as well as limited social engagement, beyond the family. The emphasis on a separate system for special needs children was largely based on the idea that there were serious advantages to separate systems as educators could be specially trained, class sizes were small..."

Sample of Sources Used:

• Bailey, D.B., McWilliams, R.A., Buysee, V., & Wesley, P.W. (1998) Inclusion in the Context of Competing Values in Early Childhood Education Early Childhood Research Quarterly 13(1) 27-47.
• Buysse. V. Wesley, P.W., & Keyes, L. (1998) Implementing Early Childhood Inclusion: Barrier and Support Factors. Early Childhood Research Quarterly 13 (1) 169-184.
• Filler, J., & Xu, Y. (2006). Including Children with Disabilities in Early Childhood Education Programs: Individualizing Developmentally Appropriate Practices. Childhood Education, 83(2), 92.
• Kavale, K. A., & Forness, S. R. (2000). History, Rhetoric and Reality. Remedial and Special Education, 21(5), 279.
• Odom, S. L. (2000). Preschool Inclusion: What We Know and Where We Go from Here. Topics in Early Childhood Special Education, 20(1), 20.

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