In recent years there has been increased pressure for children of all ages with special needs to be integrated into “typical peer” situations. While it may be the magic ticket for some kids, it’s not for everyone.
Parents of many children with special needs want their child to be “normal.” Part of this is moving into a traditional classroom. Some parents push their children into “typical” peer groups from the time they are babies in the hope that they will. There is a case for this type of action, but there are also precautions.
Pro: Inclusion is an older concept than many people realize. Vygotsky discussed it in his theory of education. He felt that putting children in an environment where there are peers of different abilities would eventually move children to the middle of the range of development present in the classroom. Each child would learn, not only from his teacher, but also from his classmates. For children with special needs, inclusion can be an ideal learning environment. They may benefit from more verbal partners who can help them with social speaking skills. For example, children can learn to use their words to converse, play pretend, and take turns working with their more talkative classmates. Children also see how other children behave in group situations and can adapt their own to match. Buddies who are more mobile can also challenge kids to join in the fun.
Cons: For some children inclusion is extremely difficult. For those with extreme needs, even having a personal help may not be enough for them to fully engage with others in the class. Children with severe motor needs and decreased cognitive ability may not reap the same benefits from an inclusion situation. These children may end up sitting alone or not getting the individualized attention they need to prevent pressure sores or other medical problems. Similarly, children with issues such as autism may find the inclusion classroom too stimulating for them. This can cause behavioral outbursts, abusive behavior, and self-isolation. Similarly, an aid may do too much for the child or make too many exceptions to the point where the child is doing little or no work in the inclusion classroom. While inclusion may be the least restrictive environment, the structure may not be ideal for the best possible result.
Special Considerations: All of this being said, there are a few factors that need to be taken into account as well. Some schools have a well-established and proven program for inclusion. They introduce inclusion on a scheduled and monitored basis. They use transition tools like Picture Exchange Communication Systems (PECS) and social stories to ease the process. The educational team meets regularly to discuss concerns and generate solutions. Other schools are not so organized. In these situations, children may be placed in a “typical” classroom without the support needed to be successful. Teachers and aides may not be trained in motor and communication needs or how to engage children with special needs. The team cannot communicate with each other or with the family. Without good support and communication, the success of the inclusion program is limited.
Parents need to really look at their child and determine the skills and issues that may make inclusion helpful or detrimental to them. Talking with the school about their policies, communication, and support not only for the child but also for the rest of the team can help determine if inclusion is a good option. Inclusion is not for everyone. Some children need more attention throughout the day. By taking the time to truly examine the needs and abilities of the child and how they can work within the different classroom options, parents and educational teams can find the most successful and appropriate placement.
©R. wellman 2011
