Including students with disabilities in the general education classroom (Inclusion).
Write a position paper about including students with disabilities in the general education classroom (Inclusion). Cover page, reference list, and written in APA style.
The purpose of a position paper is to generate support on an issue. It describes a position on an issue and the rationale for that position. The position paper is based on facts that provide a solid foundation for your argument. In the position paper you should:
1. Use evidence to support your position, such as statistical evidence or dates and events.
2. Validate your position with authoritative references or primary source quotations.
3. Examine the strengths and weaknesses of your position.
4. Evaluate possible solutions and suggest courses of action
Sample Solution
Inclusion of students with disabilities in the general education classroom is essential to providing an equal and fair educational experience. Research shows that when properly implemented, inclusion can have positive impacts on the learning environment, resulting in improved academic performance, increased independence and self-advocacy skills among those with disabilities (Kirby et al., 2019; Wehmeyer & Palmer, 2003). In addition to its pedagogical benefits, research also highlights inclusion’s potential for social development within a school community. For instance, studies show that when students with disabilities are included in general classrooms, peer attitudes become more accepting and respectful of differences throughout the entire student body (Archibald et al., 2016; Maheady & Knighton-Henderson 2018).
The Individuals with Disabilities Education Act was passed by Congress in 1990 to ensure all children receive a Free Appropriate Public Education (FAPE) regardless of their disability status (U.S Department of Justice Civil Rights Division Disability Rights Section 2019). This legislation requires that schools provide appropriate accommodations for students so they may participate fully in activities alongside their peers without disability. Accommodations vary depending on each individual’s needs and can include adapted equipment or assistive technology as well as modified curriculum or instruction. Furthermore, teachers must be equipped with adequate training and resources to meet these accommodation requirements (Wehmeyer & Palmer 2003).
Despite FAPE’s accessibility guidelines which were designed to promote inclusive practices throughout public schools nationwide, there is still much progress necessary regarding the full implementation of inclusive classrooms across all states (Archibald et al., 2016; U.S Department of Justice Civil Rights Division Disability Rights Section 2019). With continued support from both parents and educators alike centered around proper inclusion strategies, we can work together towards creating an equitable educational landscape where all students are provided an equal opportunity for success no matter their abilities or background – a goal we should strive towards achieving now more than ever before.
