There are many apparent benefits to the concept of inclusion; benefits to all different groups of students within the inclusive classroom. The specific benefit to the students being included is that if the atmosphere within the classroom is good then the students’ self-esteem escalates. Some apparent benefits have also been: acceptance of all, enhancement of ability to deal with special needs of other students, learning to handle working with different students, and many others ( Tichenor, S.M., & Heins, B., &

2000). Standardized testing is a way of testing maturation in specific content areas. Authentic Performance-Based Assessment is a more project-based way of measuring growth. Portfolio Assessment is based primarily on curriculum and gives an opportunity to view each child’s own work and investigate growth. To view students’ behavior in response to inclusive education the practice of observation is helpful. Another option of insight into the students’ growth in an inclusive classroom can be found in Student-Centered Assessment Strategies, which involve use of journals and think-clouds. ( Salend, J.S., 2000) In the next few paragraph we discuss the pros and cons of inclusive education.

My opinion on the subject of inclusion is very dependent upon circumstances. In many cases inclusion seemed to be incredibly beneficial to all students involved, but at the same time there are also many cases that show the opposite. The recurring theme is these studies, however is that whenever the concept of inclusion is done correctly and carried out by knowledgeably teachers the benefits far out way the negative aspects. I feel that if students can be taught together in a classroom regardless of their intelligence level, then it is a great opportunity! The advantages of inclusion as listed earlier seem to far outweigh the detriments, thus I feel that if this program can be used correctly then it should become more prevalent within the classroom. The idea of children including each other i

Some topics in this essay:
Heins Piechura-Couture, Miller JR, Salend JS, Georgia August, Portfolio Assessment, , inclusive classroom, Assessment Strategies, Performance-Based Assessment, students disabilities, regular classroom, inclusion beneficial, extra teacher, concept inclusion, student-centered assessment strategies, salend js, students involved, involved classroom, students’ behavior, authentic performance-based assessment, salend js 2000, beneficial students involved,