The inclusion program: an incredible improvement to our school system. South recognizes that students with disabilities are able to learn with and around “regular” students like me, and I appreciate the intention.
This program has been a part of all of our lives from the time we were in Kindergarten, coloring and playing tag all together. Today, we strive to integrate South participants of the inclusion program in the same boundless way; however, school no longer includes only coloring and playing.
Up until the start of high school, integrating students with disabilities has been a matter of whether or not a “regular” student will invite inclusion participants to join in a game. But with the increased pressures of grades and work, inclusion becomes a harder task. While doing a group project in class, we are attempting to be inclusive in the best way we know how; we split up the notes on the Inca culture or decide on our presentation of the Industrial Revolution all together. Grades matter, we all want to do well and yet it is also important to be sensitive to our classmates from the inclusion program.
I think we have reached the point at which regular students cannot be expected to inherently know how to work with students in the program. Guidance is needed for the “regular” students when grouped with students with disabilities. While I appreciate being in classes with students participating in the inclusion program, I am beginning to find that I am at a loss for ways to actually include. Tossed into a group of four, how do I offer help to that one member? Should I offer any? How do I make sure this student contributes, and when is his or her participation out of my hands?
Looking back on the questions I struggled to answer when I was in a group with a member of the inclusion program, I still can’t say I’d know what to do next time. My group members and I were stuck in a situation we really couldn’t have been expected to know how to handle given our lack of training as aids. How can I work with a student who has needs I can hardly understand? How do I simply ignore his or her disability and proceed in my group project? I believe that projects and class work should be integrated, and I see all of the intended benefits of working with students in the inclusion program; however, in order for the program to be fair, “regular” students must be educated on exactly how to include these students. As it is right now, the inclusion program has a focus that is too narrow and must consider the students who have the opportunity to help the program move forward, as well. There should be a system in which not only aids but also students are taught to work with those in the program.
Otherwise it seems inevitable that more and more students will find themselves in situations that they are unable to handle.
