Scholarly Articles for Inclusion

Embracing everybody: Approaching the inclusive early childhood education of a

child labeled with autism from a social relational understanding of disability.
Mackenzie, M., Cologon, K., & Fenech, M. (2016). Australian Journal of Early
Childhood, 41
Erin
What does inclusion look like in the classroom?
Program is designed to give choices, flexibility, and meet the students emotional

need
Jordan, the 4-year old boy labeled with autism
This centers philosophy is making environments that empower students with
different abilities
The center did not assume that some children were incompetent
The center enrolled any child REGARDLESS of abilities
What enables inclusion in the classroom?
Not viewing the students as normal or different
Leaders promoting and encouraging inclusion to the staff
Relationships
o Educators - children
o Children - children
o Educators - families
o Educators - educators

Professional support
Inclusion works best when educators are positive, recognize their students interests, needs,
and strengths, and adapt the environment to the children.

Educating in Inclusive classrooms Harris (2009)

1. The principle of inclusion has been linked to social justice as well. For instance, Theo
Harris (2009) states inclusion is necessarily tied to social justice as the practice
supports respect, care, recognition, and empathy as well as challenges beliefs and
practices that directly or indirectly foster the perpetuation of marginalization and
exclusion. Frattura & Capper (2007) framed the inclusion of SWD as an issue of
equity as well as social justice by contending that administrators, teachers, and other
educational professionals must continuously reflect on the current state of their
school as it relates to social justice for SWD. In addition, Fullan (2003) suggested
similar characteristics as essential for building ethical schools as social justice is a
key element of educator belief systems in such schools.
1. Researchers have argued that the instructional needs of students with LD can be
met with collaborative efforts between general and special educators (Reynolds,
Wang, & Walberg, 1987; Sailor & Roger, 2005; Skrtic, Harris, & Shriner, 2005, Will,
1986) such as co-teaching, thus eliminating the need for pulling students out of
general education for instruction. On the other hand, researchers have raised

concerns regarding the feasibility and effectiveness of full inclusion for meeting the
academic needs of students with LD (Fuchs & Fuchs, 1994; Fuchs, Fuchs, &
Stecker, 2010; Zigmond, 2003; Zigmond et al., 2009). Further, research regarding
whether or not the most effective teachers are willing to include students with special
needs in their classrooms has been mixed (Gersten, Walker, & Darch, 1888; Treder,
Morse, & Ferron, 2000).
1. It is possible to conclude that the former group of researchers above is winning this
debate. That is, data from the U.S. Department of Education (2010) show that over
the past two decades the number of students with LD who are educated in the
general education environment most of their school day has increased considerably
4.
Ways to practice inclusion?

a.
Peer-Mediated Instruction and Interventions
b.
Differentiated Instruction
c.
Co-Teaching
Mission to Mars: Using Drama to Make More Inclusive Classroom for Literacy
Learning.
Brian Edminston
Kellys Bullet points
-Using Drama for Literacy learning skills
- Drama implements playful situations where adults can collaborate with children
and extend their literacy practices. Vygotsky(1967) stated that fictional situations
created ZPDs (zones of proximal development, where a child's hidden potential
can be revealed.
-Drama opens up social skills where a student will use more developed literacy
skills to portray a part.
-If children are repeatedly treated as incompetent and/or regard themselves in this
way, they will begin to think of themselves and disabled human beings.
-Drama can disrupt a classrooms sense of normality in a positive way to create
space where children can be viewed as people using their strengths in learning
literacy , versus children with or without disabilities.

Questions to Consider
Michelle 1. Explain the significance of the research and rationale for
inclusive education.

Differentiated instruction increases student engagement.

Academic supports help each student access the full curriculum.

Behavioral supports help maintain a positive learning environment for everyone.

Respect for diversity creates a welcoming environment for all

Inclusive practices make effective use of a school's resources.

One opposing view against inclusion stated by SEDL

By expanding the range of ability levels in a classroom through inclusion, Tornillo (1994)
argues, teachers are required to direct inordinate attention to a few, thereby decreasing the
amount of time and energy directed toward the rest of the class. Indeed, the range of abilities is
just too great for one teacher to adequately teach. Consequently, the mandates for greater
academic accountability and achievement are unable to be met.
Kelly
2. Demonstrate an understanding of differentiated instruction and
heterogeneous grouping to meet the needs of diverse learners.

ERIN 3. Recognize the characteristics and

facilitate effective applications of collaboration, including working with
families and education professionals to provide high quality academic and
social opportunities for all learners.
Resources

Mackenzie, M., Cologon, K., & Fenech, M. (2016). Embracing everybody:

Approaching the inclusive early childhood education of a child labeled with autism
from a social relational understanding of disability. Australian Journal of Early
Childhood, 41. Retrieved from
Shanker, Albert (2014) Where we stand on the rush to inclusion: disabled students.
Vital Speeches of the Day, (10). 314. Retrieved from:
http://eds.b.ebscohost.com.indianapolis.libproxy.ivytech.edu.allstate.libproxy.ivyte
ch.edu/eds/pdfviewer/pdfviewer?sid=434102bb-ddf1-48e7-991224a03d750f59%40sessionmgr101&vid=8&hid=103
Inclusives Schools Network (2015) Together We Learn Better: Inclusive Schools
Benefit All Children. Retrieved from:
http://inclusiveschools.org/together-we-learn-better-inclusive-schools-benefit-allchildren/