Christine Engelbrecht LANGUAGE ARTS EDUCATION 1

Philosophy of Inclusion

Christine Engelbrecht

The University of Oklahoma

Understanding and Accommodating Students with Exceptionalities

Ms. Penny L. Cantley & Ms. Karen S. Parker

June 30, 2009

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Where ever possible and appropriate, people with disabilities should be included in the

public school setting, preferably in the general education classroom with peers who do not have

disabilities. The inclusion of students with disabilities in general education classrooms raises the

social awareness of all students while providing social skills and interaction to students with

disabilities. While this level of inclusion in the general education classroom is valuable, it is also

very important that students with disabilities spend time receiving related services in special

education classrooms. This type of education is not considered “full inclusion,” but is important

to help the student receive the accommodations and modifications he or she is guaranteed by

law. I do not consider full inclusion to be beneficial to students with or without disabilities. I

believe full inclusion does not provide assistance to those students with disabilities effectively,

and hinders the learning of all students.

I am completing a bachelor’s degree in Language Arts Education and plan to teach in the

high school setting. The secondary grades that I desire to teach the most are tenth and twelfth

grade Language Arts. I would also like to teach a world mythology class, Shakespeare class, and

a film as literature class. I entered the teaching profession because as a teacher, I believe I would

be able to share my gifts and passion for literature most effectively with other people. As a

teacher, I may be able to inspire creativity in others and at the very least provide them with the

skills to succeed in writing and reading activities in the future. I can think of no other service as

valuable as an education, making teachers, tutors and professors necessary and important. These

careers truly give back to the community in preparing the future for success.

Education is a complex process, begging you to look further and more closely at the

world, to experience and immerse yourself in new and different things, to challenge yourself, to

build new, unique, and useful skills. Education makes a person, as some would say, “a jack of all
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trades.” Teaching is enlightening and sharing, putting life, energy and creativity where there was

little to none before. Teaching is the transfer knowledge, skills, creativity, passion, inquisition,

and esteem from one or more people to many others. Both education and teaching are long

processes that should never be considered to be finished, for learning is an ongoing process that

is never complete. Education and school prepare individuals to be as successful as possible in the

world, thus it is very important in the overall scheme of things, creating a better world for

everyone. The purpose of special education, as described in the Individuals with Disabilities

Education Act is to ensure a free and appropriate public education for all students, with or

without disabilities. Special Education services provided under IDEA are important and

invaluable to the success of students with disabilities, ensuring them the best assistance and

education possible.

The inclusion of students with disabilities in the public school setting is beneficial for all

involved. Teachers, counselors, and peers without disabilities learn patience, acceptance, and

awareness of others and their unique needs. In a public school setting, students with disabilities

are afforded self esteem and life skills learned through social interaction that will benefit them in

later careers and relationships. After interacting with several different people with disabilities, I

no longer feel as though I am afraid of them or do not understand them. As a result of this

experience I am now more aware of disabilities and posses the social skills to interact with

people with disabilities successfully. I believe inclusion in the general education classroom is an

important part of education and socialization for people with disabilities. Attending school is not

simply about learning math, science, history, etc. A public education is about building life skills

and experiences that afford you friendships, judgment, social skills, coping skills, problem

solving skills, etc. Without inclusion in a general education classroom, these skills will not fully
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develop and a student with disabilities will leave school without the social skills and experiences

needed to succeed in life. There were several students with disabilities in my public high school

that I saw in the hallways, but never interacted with, had classes with, or even knew their name. I

think my overall awareness and social skills would have benefited from a peer relationship with

students with disabilities. However, there are select scenarios where I believe inclusion is not in

everyone’s best interest. If a disability is so severe that the student must be accompanied by a

special education teacher at all times, cannot comprehend the level of education of his or her

peers, or threatens the safety of other students and staff, I do not believe inclusion is the best

solution. It is unfortunate, but there are some disabilities that hold a student back, far behind his

or her peers in the education process, or prompt a student to become violent to those around him

or her. Students with disabilities this severe need more specialized attention and education in an

atmosphere that is specially designed for them, where everyone’s safety is ensured. Furthermore,

I do not believe full inclusion is the best policy. While it does guarantee interaction with students

without disabilities, I believe full inclusion does not provide students with disabilities with the

level of care and assistance they need to learn and succeed. I believe there are some times when

individualized education is more effective and appropriate, which would not be available in a full

inclusion school. In a general education classroom where a different literary device is covered

every day, the teacher might not have enough time to go around and make sure that everyone

understands before class has concluded, possibly leaving some students with Attention Deficit

Hyperactivity Disorder, intellectual disabilities, learning disabilities, hearing and vision

impairments, or motor and sensory impairments, behind. It is mandated by law that these

students receive an appropriate education, which may require a little more instruction than a

general education classroom can offer.

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As a teacher, it is my job to do my best to accommodate and modify my class materials,

texts, activities, and lectures to be sensitive to people with disabilities. While their individual

success relies on a group of people consisting of parents, counselors, special education teachers,

therapists and general education teachers, when they are in my classroom, it is my responsibility

to cater to their special needs and educate them the best that I can. The student’s role in his or her

education is to be patient with themselves and their team of supporters and educators, to give

their education a noble effort, and to always strive to do their best. Preparation for the role of a

student comes from a supportive home life and the encouragement of people around them who

are willing to advocate for their disability.

As a teacher, I will do my best to anticipate and accommodate the needs of special

education students in my classroom. I will be aware and cautious of the layout of my classroom,

allowing room and adequate entry for students with wheelchairs and walkers, and the proper

furniture for those with physical disabilities. I will try to be sensitive to students who have

trouble adapting to change and forewarn them about any changes to their learning space. I will

include activities in my lessons that keep students with attention deficit disorders interested and

are accessible to students with physical disabilities. I will be conscious of other races, languages

and cultures, trying not to alienate them, but include them in my classroom. I will try to make my

lectures as multimedia as possible, including sound files, large prints, and microphones where

ever possible. I will educate myself about different disabilities in an effort to identify them in my

students, aiding effective RTI. I will be available as often as possible in between classes and after

school to give undivided attention and assistance to any student. I will try to include a variety of

teaching styles in my classroom, reaching students on a number of levels. I will try to include

activities, lectures, and group work evenly to include a variety of experiences. I believe my
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thorough approach to teaching will ensure the best education for my students. My good nature

and kindness will aid me in sympathizing and accommodating students with disabilities,

ensuring they receive the proper care. My curriculum will break down their boxes and open their

minds to the possibilities and knowledge. I want to be remembered as a good teacher who did her

best to help her students and did her job thoroughly. I want the students to enjoy my class.

I believe that in most cases, inclusion is beneficial to everyone involved, affording those

with disabilities social skills needed to succeed in life and granting students without disabilities

awareness and patience. I do not believe full inclusion is the answer in all cases, depriving

students with disabilities of the related services they need to learn. I think inclusion in the

general education classroom is important for students with disabilities to foster self esteem and

relationships with other individuals.