A to Z
Guide
for
Inclusion
Studies in Italy have shown that the setting in which a child is placed greatly impacts the way a child grows and develops. Vianello and Lanfranchi (2009) describe what the call a surplus seen in students with intellectual disabilities placed in a mainstream school. A surplus can be seen when students perform above their mental age in a particular task or setting.
Vianello and Lanfranchi (2011) found that:
This surplus effect is more present in inclusive classes than in special ones
Academic outcomes for children with intellectual difficulties are greater in inclusive classes
Children’s social development is also greater in inclusive classrooms
Students who do now have intellectual impairments who are in the same class DO NOT learn less when they are in an inclusive class.
A question a lot of parents ask is “what school should I send my child to?” For parents of children with disabilities, this problem goes deeper, as they also need to choose what kind of school, whether it will be a mainstream school, or a special school or learning centre. There are a lot of people arguing both sides. There are a lot of things to consider, but research has shown that placing a child in a mainstream classroom actually helps them to grow and develop better than if they were in a special school. This section will show why children should always be placed in mainstream schools.
Studies in Italy have shown that the setting in which a child is placed greatly impacts the way a child grows and develops. Vianello and Lanfranchi (2009) describe what the call a surplus seen in students with intellectual disabilities placed in a mainstream school. A surplus can be seen when students perform above their mental age in a particular task or setting.
Why Inclusion?
Students are more socially accepted in an inclusive class,
Studies in Italy have shown that the setting in which a child is placed greatly impacts the way a child grows and develops. Vianello and Lanfranchi (2009) describe what the call a surplus seen in students with intellectual disabilities placed in a mainstream school. A surplus can be seen when students perform above their mental age in a particular task or setting.
However, placing a child in a mainstream classroom does not automatically make it inclusive. In order to be truly inclusive, a classroom must have the following things (Vianello and Lanfranchi, 2011):
A welcoming attitude towards all the students
Teaching assistants (e.g. support teachers) or what we call Learning Support Assistant, to help the whole class
Flexible and differentiated modes of instruction, and UDL
Systems for monitoring student progress, and use of the data to plan individual student support and interventions
Teaching students with disability should be considered a “normal” responsibility of the teacher.
Inclusive programs, which are good for any school
