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            Inclusion is the practice of integrating children with disabilities into general education classrooms. Also to be placed in the classroom are students with behavioral problems. The setting for inclusion is a one in which children are: learning together through integration, not labeled or stereo-typed as disability students, and share the same curriculum as their classroom counterparts (Brice, A. & Miller, J.R., 2000). The concept of inclusion was started only a few decades ago, but is now making its way into classrooms within the United States at a fairly rapid pace. The question is, “ Does is benefit both general education students and students with disabilities?” The answer to that is varied and dependent upon many factors. These factors include how teachers are trained, what approach different teachers may take, and the curriculum used. The way of determining whether or not inclusion is beneficial to all students involved in the classroom can be measured in a variety of ways. Some of these analysis options are: standardized testing, authentic performance-based assessment, portfolio assessment, curriculum-based measurements, observations, student-centered assessment strategies, and document analysis ( Salend, J.S., 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.