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ERIC Number: ED522452
Record Type: Non-Journal
Publication Date: 2011-Apr
Pages: 20
Abstractor: As Provided
Reference Count: 14
Best Practices of Inclusion at the Elementary Level
Wilson, Carolyn H.; Ellerbee, Keisha L.; Christian, Silas H.
Online Submission
Having inclusion in a school makes every student feel like they are part of the school. The children with disabilities feel accepted and part of the class like everyone else. Students learn to work well with each other and accept differences. Children learn to accept everyone for who they are. The Philosophy of Inclusion website says, Children that learn together, learn to live together (Friend & Bursuck, 1999). Being able to work well and accept everyone is a very important lesson that children need to learn at a very early age. In the inclusive classroom she's been exposed to normal life situations. She's been able to learn life skills that she wouldn't have been able to learn in a self-contained situation. She's much farther along in terms of maturity and responsibility (Osgood, 2005). Building a community in the classroom is yet another best practice of inclusion today. A classroom community is a classroom of students, teacher(s), and others who all share in the responsibilities and rewards of being in that community. Everyone is accepted as they are and differences are not ignored, but embraced and used as learning tools. The Inclusion: School as a Caring Community website lists the benefits of building a classroom community for special needs students, general education students, teachers, and society. Many times, students with special needs have difficulty making friends and being part of the community (Friend & Bursuck, 1999/1996). It is the teacher's responsibility to facilitate social interaction in the classroom and create a safe learning environment for all students. Teachers can do this by planning opportunities for social interaction, nurturing friendships and supportive behavior, and providing a positive role model. (Contains 1 table.)
Publication Type: Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A