Inclusion and the golden rule: EDSP 6644 Course Reflection

One question I sought to answer throughout this course, but especially during Module 4, was: “Is inclusion in the general education setting the best placement for students with disabilities?” We explored this topic by reading Julie Causton-Theoharis’ article “The Golden Rule of Providing Support in Inclusive Classrooms: Support Others as You Would Wish to Be Supported” and engaging in discussion.  Thinking about and discussing this topic with my peers has changed my perception about teaching students with disabilities in several positive ways.

The question of inclusion represents the most important issue that teachers need to focus on whenever they are working with any student, but especially with a student with special needs. Teachers need to ask themselves: What is best for this particular student? What does this particular student need to succeed? This topic of discussion has made me realize the importance of adapting instruction for every individual student. It is easier to think of the class as a whole, but no two students are alike. Teachers need to think of students as individuals and respect the unique differences they bring to the classroom environment by adapting the environment to them rather than the other way around. Adapting instruction to suit student needs is not an optional part of being a teacher; it is one of its fundamental traits. After thinking about and discussing this issue, the thought of making classroom adaptations to help a student succeed makes me happy rather than frustrated by the extra work.

Another important lesson I learned from our class discussion and Causton-Theoharis’ article, is that the golden rule – the guide to treat others as you would like to be treated – is a crucial aspect of inclusion. The golden rule seems like a concept that educators would naturally assume, but after reading through our class discussions, it became clear to me that this is actually a more complex issue in practice. Causton-Theoharis points out how easy it is for teachers to give the wrong kind of support, even when their intentions are in the right place. It is crucial that teachers consider the ramifications of their actions towards students with special needs, because they can be hard to predict. Students should receive the support that they need, but teachers need to make sure that students are not being held back by too much support or are receiving the wrong kind of support. Students with special needs need to be given the opportunity to exert their independence so they can learn to succeed on their own.

This class has pushed me to think about issues regarding teaching students with special needs that I had never considered before. I believe that I still have a lot of growing to do, but I think that overall I have become more optimistic about working with students with special needs, and I am grateful the class has helped me do so.