Inclusion Of Learners With Learning Disabilities
The identification of children who have learning disabilities is essentially easier where inclusion has been used. This is attributed to the fact that the in normal class, the teacher is more likely to identify problems among learners than if they were not included in the normal classes. Therefore, inclusion makes it easier for teachers to carry out timely identification so that specialized attention may be accorded to the learner. Consequently, the learner with disabilities should be made to stay in the same class as moving them to a special class will distort the behavior as a result of change in the physical surrounding. The federal laws have made it easier and cheaper for teachers in private, as well as, public schools to undertake the learning disabilities tests (Parker-Pope, 2010).
There are loopholes however, in the nature of treatment that is extended to learners with learning disabilities such as discrimination against gender and race. This has led to low occurrences of inclusion in some federal states as the whites who are male are included in the normal classes while blacks especially women are secluded. The lack of inclusion among the diverse groups has led to a large achievement gap as fewer colored learners who have learning disabilities excel in most of the states. The disproportional inclusion activities have been detrimental to the high number of blacks who are illiterate as the special schools they are sent to are not as well stocked as the inclusion schools in the same state (Coutinho and Oswald, 2005).
The exceptional learners who have disabilities are accorded extra attention during class such that the teacher is required to instruct them in a more elaborate capacity either during class or after the lesson. Therefore, there is need to evaluate the ability of the teacher to understand the learning capabilities of both groups and respond appropriately. The teachers who instruct inclusion classrooms are supposed to take similar tests to analyze their capability in executing their duties as delegated. Similarly, the teacher who instructs the students with learning disabilities should be equipped with skills of identifying such learners, as well as, skills on classroom organization so that no one is left out(Education Testing Service, 2010).
Learners with learning disabilities should be accorded as much support as possible from society and their peers hence making inclusion a vital component in their learning. As a way of reducing the interdependence of such learners later on in life, the book outlines services which are available in the inclusion schools hence the learner is given a chance to interact with society who assist them in identifying their capabilities. There are a number of interventions which are availed to the learners in the inclusion classrooms in a bid to explore their potential as talented human beings. Teachers and parents are not the only participants in inclusion of learners with learning disabilities as social workers together with physiotherapists also play a key role (Gates and Edwards, 2007).
References
Coutinho, M.J. & Oswald, D.P. (2005). State variation in gender disproportionally in special education: Finding and recommendations. Remedial and Special Education, vol. 26(1), pp.7-15
Education Testing Service (2010), education for exceptional students: learning disabilities (0382) Retrieved on November 30, 2010 from: www.ets.org
Gates, B. and Edwards, H.M. (2007), Learning Disabilities: Toward Inclusion. Elsevier Health Sciences
Parker-Pope, T. (2010), testing a child for learning disabilities. The New York Times February 19, 2010. retrieved on November 30, 2010 from: well.blogs.nytimes.com/…/testing-a-child-for-learning–disabilities/.
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