Inclusion Gone Bad

In class this week, we discussed inclusion. Basically, inclusion means that a child with special needs is in the same class with general education students. In the past, I have observed and worked in a full inclusion classroom. I was able to see first hand how at least this class worked. There was only one student who had special needs. The special education teacher would only come in thirty minutes a day to help the boy. When she was not there, the general classroom teacher and the assistant teacher would help him instead. Mrs. Crews, the regular education teacher would wear a microphone to help the student pay better attention. She was very good with the student, but most of her attention had to go to the other twenty students in the class. Therefore, the assistant teacher would work with the boy. However, I believe she did an awful job. She would yell at him if he did not get an answer right or if she had to remind him how to do a certain task. The teacher would even make jokes in front of the class about how this student will never understand certain things and call him stupid in front of other teachers. Not only was this bad for the student’s progress but it was unprofessional. The teacher would also alienate the boy by telling other students not to play with him. Mrs. Crews would get annoyed when the other teacher would do these things, but she felt uncomfortable saying anything so the bad treatment continued. Although this is just one particular case, this same problem could be happening in many full inclusion classes.
Personally, I disagree with full inclusion classrooms. First of all, the regular ed. teacher has not been specifically trained to accommodate children with special needs. Because of this, the student may not get the full benefits that education provides. The special ed. teacher knows how these students learn best and can implement different ways for the students to learn. I think that partial inclusion is the best option. In partial inclusion classes, general ed. students and special ed. students still have the same exposure to one another that they received in a general education classroom. But in this case, all students will be able to receive the optimal education. Special education classes are often smaller then general ed. classrooms as well. This means the teacher will be able to spend more time with students. Overall, I believe that partial inclusion benefits all.

Homosexuality in the School

Homosexuality can be a heated issue. However, for teachers we are supposed to look pass our personal beliefs and respect the student. I have seen many examples of my high school teachers treating students who identify as gay differently. Often times, they would not call on that student or provide them with much help. The male P.E. teachers were the worst. They seemed to think that just because one of their male students was gay they could not equally participate in activities. These teachers/coaches would sometimes not allow gay students to play on their sports teams. They seemed to be worried that the homosexual students could turn other students gay which is a complete myth.
The student body also rejected homosexuality. Many students would often times bully other students within the gay community as the teachers just looked away. Because of this, many of my fellow classmates felt uncomfortable speaking of their true feelings. They did not want to be ostracized or discriminated against. I believe this kind of intolerance can affect the students educationally and socially. Because they feel that they must hide who they really are while in school, they may feel awkward in the school environment. These students could be reluctant to stand out amongst their peers and therefore may not ask for help or discuss a classroom topic. The strain of having to cover up the truth can also harm these students socially. One boy from my school denied being homosexual for the four years he attended. Even so, most other boys at the school picked on him while the teachers did nothing. While on Spring Break during his senior year, he committed suicide. This student’s friends later acknowledged him as a homosexual. He could not hide his true identity any longer and felt that this was his only way out.
To avoid situations such as this, it is important for the teacher to be open minded and accept the students as is. Teachers must discipline any acts of bullying as soon as it is recognized whether it be physically, emotionally, or psychologically. Every time a teacher turns away from a student in need, it causes that student to become more discouraged. It is also important for the teacher to be open to their students and let the student know they are there to support them. Overall, it is the teacher’s responsibility to make every student feel welcome in their class regardless of race, religion, or sexual orientation. Many students come into school with pre-existing prejudices and stereotypes learned by their parents or friends. It is our job as the teachers to try and change these beliefs and to try and create a more unified student body.