Relationships Between Inclusive Practices And Philosophical Views:
Abstract
The issue of whether or not inclusive practices will hinder or strengthen the current educational system is receiving considerable attention from educators across the nation. Through personal philosophy, constructivist, reconstructivist and existentialist views, it is easy to see the importance of inclusion in schooling today. I have reflected upon these three philosophies while providing my own personal beliefs toward the importance of inclusive practices. I have also used these philosophies to examine appropriate instructional methods to incorporate into an inclusive classroom.
There are many major contemporary issues in the United States that are relevant to the educational system. As a future Early Childhood and/or Elementary Educator, the issue of considerable importance to me is the integration of inclusive practices within the classroom. The debate on inclusion lies around what practices are appropriate for special education students in the public school system: Mainstreaming, basic inclusion or full inclusion. As of now, the Individuals with Disabilities Education Act (IDEA) does not require inclusion, but instead requires that children with disabilities be educated in the least restrictive environment appropriate to meet individual needs (IDEA). There have been many court cases preceding this Act in hopes of fully inclusive practices in schooling. Despite these efforts, the debate continues as proponents of inclusion view non-inclusive classrooms as detrimental to student’s social and educational outcomes and opponents feel that inclusion has disruptive affects on the inclusive classroom as a whole.
After reflection of my own personal philosophy and pedagogy, I concluded that the attempts to gain inclusive practices in the educational system are very positive indeed. I feel that inclusion has many advantages and can benefit all types of students. Students with disabilities gain higher...
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