EIP WORK DRAFT 1: Peer Review Sheet

Reviewed by: Austin Horn

Tag, Label, Highlight, Question, Explain and Comment

1) Introduction
a) Locate the five rhetorical tasks
i) Issue, topic, or problem identified [task 1]
Inclusion of special needs children in schools
ii) Outlined/described that problem for the audience
[task 2]
yes
iii) Contextualized problem by entering the
conversation of prominent voices [task 3]
Included Gary Homby seems to be important voice on subject.
iv) Thesis (claim + reasoning) [task 4]
Highlighted in intro paragraph
v) Preview the kinds of evidence / analysis thatll be
employed in addressing problem [task 5]
The writer introduces the concept of inclusion education helping
these children to adjust to the social norms.
b) Intro (Tasks# 1 - 3 above). How well does the writer
contextualize the issue for the reader? Does the way the context is
developed raise any questions for you, if so list them out below? (Too broad?
Vague? Setup like a war?, etc)
The writer does a good job at giving an understanding of inclusion
education and its difference from special education, but does not tend to the
matter of getting the reader to understand the exigency or what is causing
the problem.
c) Intro (Tasks# 1 - 3 above) To what extent does the introduction
come across as both 1) knowledgeable of the core povs or positions at
tension and 2) indicate where this paper positions itself in that range?
The introduction comes across as being written by someone who cares
for the topic and who has done follow-up research to back their claims.
d) Locate the thesis, then circle the claim and underline the
reasoning parts of the sentence. Evaluate the strength of the thesis parts. Is
the claim and proposed reasoning something that the scope one essay could
support with sufficient and appropriate evidence? Claim in yellow reasoning
in green, on Thesis below.
i) What kind of evidence will be necessary for the
essays reasoning
The essay will need to provide evidence that inclusion education
is more beneficial than special education.
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Lean Huizar
e) Based on what you see in the intro, what do you think is the
exigency and purpose (hoped for outcome/response from audience)
of the essay?
I feel as if the exigency isnt stated enough it could be trying to
empathize with having these children be accepted but i dont see it anywhere
exclaiming urgency. The hoped for outcome of this essay would be for these
children to become more accepted.
f) Intro Commentary . Offer one or two suggestions about the
(strategic, conceptual or stylistic) introductory set-up and how to improve on
it.
I would add more emphasis on the exigency of the topic and to make
the purpose/hoped for outcome more clear.
2) Essay Development
a) Paragraphing. Locate each body paragraphs main idea, or label/no.
them in order of interest to you.
Purple Highlight
b) Comment here and mark on page: Which paragraph idea(s) could be
explained or supported more fully? Which main or supporting points do you
have questions or concerns about? Perhaps it is a gap in the logic or an
interesting but not fully explored claim. Indicate where and why you think a
section is succeeding or underperforming.
Paragraph 2: Is IDEA an implemented institution in America
It seems that this IDEA is the basis of inclusion education but it is not mentioned
after this paragraph?
c) Paragraph Commentary. Body paragraphs should be related to the
reasoning put forward in the thesis. Review the essays development of
support & reasoning at the paragraph level, then either ask critical questions
or offer suggestions. Overall, as reader you are scrutinizing the relationship
between the quality and method of support and the thesis claim.
There is a lot of information that talks about Inclusion Education helping
children fit in better with other children but you should include an example to help
validate that Inclusion Education has helped students with disabilities live a more
normal life.
d) Citing sources. If the research is incorrectly cited (In-text or Works
cited) or not well set-up, highlight them and bring to writers attention. Owl
Purdue Citations Available here.
There are in text citations but there could be more, since only one source was
cited in-text.
e) The rhetorical stance & They Say. Which words or phrases in the
draft indicate the values the writer holds with regard to this topic? How does
the writer identify and distinguish his/her position in relation to other
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Lean Huizar
prominent voices? To what extent does the writer engage with outside voices,
They Says, opposing viewpoints, naysayers?

3) Explain what you thought worked best in this essay. What do you admire
and find compelling? Be specific.
4) Offer one or two final significant suggestions: If possible, offer one
suggestion based on a set of specific details within the essay and the other
suggestion based on global/overarching considerations .

EIP WORK DRAFT 1: Peer Review Sheet

Reviewed by:

Tag, Label, Highlight, Question, Explain and Comment

1) Introduction
a) Locate the five rhetorical tasks
i) Issue, topic, or problem identified [task 1]
ii) Outlined/described that problem for the audience
[task 2]
iii) Contextualized problem by entering the
conversation of prominent voices [task 3]
iv) Thesis (claim + reasoning) [task 4]
v) Preview the kinds of evidence / analysis thatll be
employed in addressing problem [task 5]
b) Intro (Tasks# 1 - 3 above). How well does the writer
contextualize the issue for the reader? Does the way the context is
developed raise any questions for you, if so list them out below? (Too broad?
Vague? Setup like a war?, etc)
c) Intro (Tasks# 1 - 3 above) To what extent does the introduction
come across as both 1) knowledgeable of the core povs or positions at
tension and 2) indicate where this paper positions itself in that range?
d) Locate the thesis, then circle the claim and underline the
reasoning parts of the sentence. Evaluate the strength of the thesis parts. Is
the claim and proposed reasoning something that the scope one essay could
support with sufficient and appropriate evidence?
i) What kind of evidence will be necessary for the
essays reasoning
e) Based on what you see in the intro, what do you think is the
exigency and purpose (hoped for outcome/response from audience)
of the essay?
f) Intro Commentary . Offer one or two suggestions about the
(strategic, conceptual or stylistic) introductory set-up and how to improve on
it.
Grace Wheeler

UWRT 1102

3-12-17

Lean Huizar
2) Essay Development
b) Paragraphing. Locate each body paragraphs main idea, or label/no.
them in order of interest to you.
f) Comment here and mark on page: Which paragraph idea(s) could be
explained or supported more fully? Which main or supporting points do you
have questions or concerns about? Perhaps it is a gap in the logic or an
interesting but not fully explored claim. Indicate where and why you think a
section is succeeding or underperforming.
g) Paragraph Commentary. Body paragraphs should be related to the
reasoning put forward in the thesis. Review the essays development of
support & reasoning at the paragraph level, then either ask critical questions
or offer suggestions. Overall, as reader you are scrutinizing the relationship
between the quality and method of support and the thesis claim.
h) Citing sources. If the research is incorrectly cited (In-text or Works
cited) or not well set-up, highlight them and bring to writers attention. Owl
Purdue Citations Available here.
i) The rhetorical stance & They Say. Which words or phrases in the
draft indicate the values the writer holds with regard to this topic? How does
the writer identify and distinguish his/her position in relation to other
prominent voices? To what extent does the writer engage with outside voices,
They Says, opposing viewpoints, naysayers?
3) Explain what you thought worked best in this essay. What do you admire
and find compelling? Be specific.
4) Offer one or two final significant suggestions: If possible, offer one
suggestion based on a set of specific details within the essay and the other
suggestion based on global/overarching considerations .

Inclusion Education in Our School Systems

Grace Wheeler

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Lean Huizar
Over the past decades that special education has been evolving, different techniques and

curriculums have been created and implemented, improved and discarded. One of these

curriculums is inclusive education. According to Garry Homby, from the British Journal of

Special Education, inclusive education is the most controversial issue currently regarding the

education of children with special education needs and disabilities. Although there are some

downsides to inclusion education, it is important for students with disabilities to experience

inclusion because it provides interaction with other students who do not have disabilities.

Inclusion also gives children room to grow and helps them feel more accepted by their

classmates at school. Special education and inclusion education both involve students with

disabilities, but provide alternate views and values when it comes to educating children with

special needs. There are many benefits, as well as disadvantages to inclusion education and it has

already begun to spread around the world in other countries curriculums. Inclusion education

celebrates disabilities and works with the ones that students may have instead of containing them

in an environment with only children with disabilities.

Inclusion education is based on IDEAs principle of the least restrictive environment.

According to IDEA, the Individuals with Disabilities Education Act, schools are to ensure that

students are involved with and learning from other students in the school setting who do not have

a disability. A child is only to be placed in a restrictive, or special education environment, when

disabilities are severe and the child does not succeed in a general education classroom with

supplementary aids. Students in the inclusionary standard are involved with students without

disabilities in the classroom, in extracurricular, and other school activities. Students will not be

removed from general education classrooms unless success is not achieved in these settings. In

Turnbulls Exceptional Lives: Special Education in Todays Schools, they talk about four key
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characteristics of inclusion. These include home-school placement, the principle of natural

proportions, restructuring and learning, and age- and grade-appropriate placements. home-

placement is when students attend the same school they would have if they did not have a

disability. The principle of natural proportions means that no more than 10% of students with

disabilities should be in an inclusion class together. Restructuring teaching and learning general

and special education teachers to work together to provide the highest quality of education to all

of the students in their classrooms. Age and grade-appropriate placement means that students are

placed in classrooms appropriate for their abilities and their age. In Turnbull, it shows a chart of

the percentage of students involved in an inclusive classroom. 61% of students spend between 80

and 100% of their time in a regular classroom, 20% spend 40 to 79% of their time in a regular

classroom, 14% spend 0-39% of their time in a regular classroom, and 5% is in the special

education setting for the entire school day (Turnbull). Inclusion education provides many

opportunities for children with disabilities that we will continue to explore throughout this

inquiry.

There are many differences between special education and inclusive education. Special

education is characterized by individual assessment and planning, specialized, intensive, goal-

directed, and research-based instruction, as well as collaborative partnerships and student

performance evaluations. On the other hand, inclusive education is characterized by a philosophy

of acceptance and belonging, student, family, educator, and community collaboration, celebration

of diversity, valuing high-quality school, educating learners with their peers in mainstream

classrooms, and in their local community. As you can see, there are many differences between

these curriculums and they have caused confusion over the years with educators and parents
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(Homby 2015). It is important that students, parents, and educators are aware of what kind of

education the students are receiving.

There are many goals that inclusive education hope to help children with disabilities

achieve. Surprisingly, education is not the main goal for students (Homby 2015). In Hombys

article, he says that the primary goal is to create independence, a sense of well-being, and

participation in the community. SEND (Special Education Needs and Disabilities) focuses on the

broader goals of education like a students life, vocational, and social skills. They want to

educate students to be productive in their communities, to be happy, to feel accepted, and to have

the skills they need to meet the demands of being an adult (Homby 2015). With that being said,

what is the curricula for the students in inclusive education? SEND says that students should

have access to the same curriculum as those without disabilities, but that does not mean that

these students cannot have accommodations to their individual curriculum. If a student is

frustrated with their curriculum, it can create emotional and behavioral difficulties and cause

disruptiveness in class. It is important for students to be in an environment where they will be the

most productive and succeed the most. Sometimes, this means they do not follow the designed

curriculum all the mainstream population follows (Homby 2015). Students with disabilities are

involved in mainstream classrooms for much larger reasons than their education. It provides

many opportunities for children with disabilities like daily interaction with students without

disabilities, equality for students, and gives room for children to grow.

Growing up with a brother with special needs, I automatically felt a connection with

other people with disabilities. Unfortunately, this is not the case with everyone. I have seen

numerous people stare at us, whisper about us, and get so uncomfortable around my brother and I

that they leave so they arent around us any longer. I used to get angry and think these people
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Lean Huizar
were rude and judging. However, over the years I have learned that people being uncomfortable

sometimes isnt their fault. There is a large portion of people who have not had the opportunity to

interact with people with disabilities like I have. Because of this, they feel uncomfortable and

uncertain of how to speak or interact with them. Inclusion education provides daily interaction

between children who do have disabilities with those who do not. It can also provide a form of

leadership for students. Some students will be able to step up and help struggling students with

their work. Inclusion education will allow students to grow and mature. If students with and

without disabilities grow up together, working together, partnered in different situations, and

taught how to love and accept each other, hopefully the gap of stigmatisms against those with

disabilities will begin to close.

Works Cited

Hornby, Garry. Inclusive Special Education: Development of a New Theory for the Education
of Children with Special Educational Needs and Disabilities. British Journal of Special
Education, vol. 42, no. 3, 2015, pp. 235-256.
http://onlinelibrary.wiley.com.librarylink.uncc.edu/

Turnbull, Ann P. "Chapter 2." Exceptional Lives: Special Education in Today's Schools. 8th ed.
Boston: Pearson, 2016. 42-45. Print.