Abstract
Segregation doesn’t work. Whether children are separated based on race, ability, or any other characteristic, a separate education is not an equal education. Research shows that typical children and children with different abilities learn as much or more in inclusive classes. All children have the right to be with other children their own age. A child with different abilities does not have to perform at a certain grade level or act exactly like the other children in their class to benefit from being a member in general education.
Inclusive Education for All Students
The mission and vision of the national organization known as the Council for Exceptional Children (CEC):
“The Council for Exceptional Children is a professional association of educators dedicated to advancing the success of children with exceptionalities. We accomplish our mission through advocacy, standards, and professional development.” (2017)
“The Volunteer Service Project of the International Association of Special Education will assistance in special education to agencies, schools, and organizations by sharing professional expertise with teachers in developing countries. The volunteers who provide this non-denominational altruistic service are IASE members.” (2017)
Although both organizations have the vision of promoting success for children with different abilities, each one has different means. CEC implements strong advocacy through providing resources for ongoing professional development. IASE utilizes hands-on volunteers to share professional expertise with developing countries. Both encourage and advocate for inclusion for all students.
Council on Exceptional Children and International Association for Special Education
CEC has been in the front lines fighting and advocating for the rights of students with different abilities. They hold a formidable position in this country regarding making changes in policies nationally for special education. To understand their stance and position on inclusion for all students, it is important to have a basic understand of the laws that protect these students. CEC has a long history of playing a prominent role in the creation and implementation of laws regarding children in need of additional support. In the early 1970’s Court decisions affirmed the right of every child with a disability to be educated, are grounded in the equal protection clause of the 14th Amendment to the U.S. Constitution (Grady & Ziegler, 2016). These laws are the civil rights laws for individuals with different abilities. Staff of Senator Harrison Williams and Representative John Brademas worked with Fred Weintraub of CEC in 1972. P.L. 94-142 was created.
This law is responsible for free appropriate public education (FAPE):
· special education and related services designed to meet their unique needs
· Assure rights of children with disabilities and their parents…are protected
· Assist states and localities to provide for the education of all children with disabilities
· Assess and assure the effectiveness of efforts to educate all children with disabilities (Grady & Ziegler, 2016)
This law has led to what we know as Individuals with Disabilities Education Act (IDEA). CEC is actively advocating and appealing to the new Secretary of Education, Betsy DeVos to uphold the premise of IDEA and not strip away the rights of students receiving special education services. The voucher system is not beneficial towards this population.
The battle today is against the voucher system proposed by Trump administration and DeVos. CEC published an issue brief titled: A False Choice: Why Voucher Programs are Wrong
for Students with Disabilities. In this brief CEC opposes the voucher program and offers a summary of reasons why and subsequent recommendations. (2016)
· Vouchers Undermine and Contradict Civil Rights Laws: The Individuals with Disabilities Education Act (IDEA),
· Section 504 of the Rehabilitation Act, and the Americans with Disabilities Act were passed to ensure equal access
· and protections that are not adhered to in private schools.
· Absence of Necessary Accountability: Private schools do not adhere to the same federal, state, and local laws and
· regulations as public schools, particularly regarding providing special education and related services.
· No Guarantee of FAPE: Vouchers fail to guarantee an education at no cost to a student’s family.
· Families Must Opt-Out of IDEA Protections: To participate in voucher programs, families relinquish their IDEA
· rights, in most states.
· Segregation with the Private Schools: Private schools do not have to education student with disabilities in the least
· restrictive environment which may lead to in-school segregation.
· No Guarantee of Equal Access: Private schools establish enrollment/retention criteria which leads to fewer
· students with disabilities.
· Promotes Re-Segregation Rather Than Diversity: Vouchers can facilitate racial, ethnic, economic, religious, gender
· and disability segregation.
· Public Education Funds Should Fund Public, Not Private Education
As CEC is a force behind fighting for the rights of students identified as needing special education services, they also are proponents for professional development to ensure all teachers are equipped with the mindset and skills to be successful in the practice of inclusion for all.
CEC and IASE have numerous publications addressing inclusion. In one of CEC’s publication they state that to achieve successful inclusion for all students, schools must honor diversity. The belief system of a teacher, administrator, school faculty, and district will determine the practices regarding inclusion. “Inclusion is a philosophical position which acknowledges these goals and champions programs which reform the general educational program to be more responsive to diversity.” (CEC 2017)
IASE publications have a similar tone of inclusion however they address inclusion internationally. In 2011 IASE published in their journal a series of research papers on inclusion practices across the world. In Singapore, Zimbabwe, Ghana, and Brunei Darussalam are some of the countries reviewed.
The general finding is that there is an increase of students identified to have disabilities attending classes with their peers in the general education population. The success or failure of inclusion practices lies within the belief towards the students with different abilities. The question to answer is if they are being merely tolerated or are they fully valued as a contributing member of the classroom and community.
Both CEC and IASE promote and provide support to professionals, parents, and schools for the enhancement of inclusion for all students. Both organizations have similar visions and are on a mission to improve the lives of students with disabilities. CEC relies on professional development and a strong political voice to promote their vision. IASE uses advocacy and volunteers to go into communities and schools to assist and train teachers on how to set up their classrooms for successful inclusion practices.
The same theme and tone are found on both websites, in their resources and publications. CEC and IASE believe that educating students with different abilities within the general education classroom must be not only members of the classroom and school community, but they are also valued as unique learners with that community. It is vital for educators to understand their role in facilitating accessible equitable and inclusive programs with the school. It is imperative that inclusive programs are a part of the culture of the school. School leaders and policymakers need to build consensus around the vision that all children can achieve at high levels within an inclusive setting.
Conclusion
All parents want their children to be accepted by their peers, have friends and lead “regular” lives. Inclusive settings can make this vision a reality for many children with disabilities.
Children develop a positive understanding of themselves and others. The real world reflects diversity. We should expect our classrooms to do the same. Respect and understanding grow when children of different abilities play and learn together. To have adults learn and appreciate diversity, they must first be inundated with diversity in the school.
School may be the most important place for children to develop friendships and learn social skills. Children with and without disabilities learn with and from one another in inclusive settings.
Children of differing abilities are expected to learn. With higher expectations and good instruction children of all abilities learn academic skills.
Everyone in the class benefits. The philosophy of inclusive education is intended to help all children learn. Children learn at their own pace and style within a nurturing and accepting learning environment. (PBS.org, 2012)
I am an active member in both organizations and I have presented at the Michigan CEC last year and this year on the topics of classroom management and differentiated instruction. I was scheduled to present on classroom management in Perth, Australia at the upcoming IASE conference, unfortunately, due to financial budgeting issues, I had to decline.
I am an active member in both organizations and I have presented at the Michigan CEC last year and this year on the topics of classroom management and differentiated instruction. I was scheduled to present on classroom management in Perth, Australia at the upcoming IASE conference, unfortunately, due to financial budgeting issues, I had to decline.
Although I am an active member as an educator and a parent in both organizations, I did not realize the incredible role CEC played in the creating and upholding of the laws for special education services. Originally I thought IASE operated similarly to CEC. It was exciting to see how hands on they are with promoting inclusion as volunteers live within the communities and assist the teachers on what successful inclusive education for all students looks like.
In order to have inclusive education for all students be successful, we as educators and parents must presume competence for every student. Each student is capable of learning. Every Student learns at their own rate and in their own style, nevertheless, they are learning.
References
CEC Celebrates IDEA's 41st Anniversary. (n.d.). Retrieved April 26, 2017, from http://www.policyinsider.org/2016/11/cec-celebrates-ideas-41st-anniversary.html
Kliewer, C., Biklen, D., & Kasa-Hendrickson, C. (2006). Who May Be Literate? Disability and Resistance to the Cultural Denial of Competence. American Educational Research Journal,43(2), 163-192.
Inclusive Education. (2012, July 02). Retrieved April 23, 2017, from http://www.pbs.org/parents/education/learning-disabilities/inclusive-education/
Ogletree, B., Susan M. Bruce, S., Finch, A., Fahey, R., & McLean, L. (2010). Recommended Communication-Based Interventions for Individuals With Severe Intellectual Disabilities. Communication Disorders Quarterly,32(3), 164-175.
Position Paper on Inclusion. (n.d.). Retrieved April 26, 2017, from http://cectag.com/about/inclusion/
Publications. (n.d.). Retrieved April 26, 2017, from http://www.iase.org/publications.htm
Salend, S. J., & Duhaney, L. M. (2002). What Do Families Have to Say about Inclusion? TEACHING Exceptional Children,35(1), 62-66. doi:10.1177/004005990203500109
The Benefits of Inclusive Education. (2012, July 02). Retrieved April 26, 2017, from http://www.pbs.org/parents/education/learning-disabilities/inclusive-education/the-benefits-of-inclusive-education/
WHY VOUCHER PROGRAMS ARE WRONG FOR STUDENTS WITH DISABILITIES A FALSE CHOICE. (n.d.). Retrieved April 26, 2017, from http://slideplayer.com/slide/10863463/
