The Dark Side of Inclusion

The Dark Side of Inclusion

Is inclusion really beneficial to all? The aim of inclusion is bringing about a togetherness feeling contrary to the divisive feel which was brought about by exclusion (Forest & Pearpoint). Inclusion is a concept that has developed in the education systems of several countries around the world in the last three decades. Inclusion is a concept that calls for an education approach whereby all students irrespective of their mental, social or physical abilities are placed together in a conventional classroom. In such an approach, children with disabilities are given the chance to study in the same classroom as the general education student. Proponents of this concept argue that inclusion is great for education (Dybvik). However, it is important to acknowledge that inclusion has a dark side to it; it compromises the objective of attaining quality education for all. Inclusion causes disadvantages to children with disabilities. There are three major points that cause concern for inclusion for the child with disabilities. First inclusion tends to give precedence to socialization at the expense of education, it compromises on the quality of education delivered to all students. Secondly, inclusion leads to a low self-esteem to the students with disabilities. Third, children with disabilities need special classrooms which have special facilities to enhance learning which would not be available in inclusion. Equally important is the general education student when we talk about inclusion and the disadvantage's inclusion brings to them as well. Inclusion leads to the disruption of a normal learning process, it leads to resentment between the special and general education students and negative influences. We cannot forget the negative effects inclusion has on the teachers. Inclusion for teachers lead to fear, the need for additional training, and problems in the control of the classroom environment. On a contrary position; inclusion is great for non-academic classes and the point of inclusion in the first place can be achieved. Inclusion is not beneficial in an academic setting for the student with disabilities, the general education student, or the teacher.

One disadvantage to inclusion for students with disabilities is that too often the socialization part of their education takes precedence over the academic part of their education ("Education Integration" 1998). Opponents to inclusion feel that students with disabilities socialization cannot be the primary goal of education without regard to teaching their academics as well ("Education Integration" 1998). Many inclusion movements are based on having the students with disabilities sit in regular education classes and look normal, whether they are participating in the education program or not (Education Integration" 1998). This can be detrimental to the students' academic progress and many important skills fail to be taught just for the sake of having the student physically be in the regular education classroom. Inclusion has a tendency to give more focus to socialization at the expense of education (Blankenship, Boon & Fore 3). Owing to the fact that young students are curious in nature and are in the process of identifying themselves, it becomes a problem when they are compelled to associate with people whom they feel are different from them. For this reason, socialization efforts normally take precedence over education. This disadvantages the children with disabilities with respect to education since it is not given as much attention in the classroom as it is supposed to be given.

Another negative effect of inclusion on children with special needs is it does not provide the students with a conducive learning environment. It is important to acknowledge the fact that some children with disabilities need special facilities in the classroom for effective education to take place. For instance, children with mortal problems require special furniture so as to make them comfortable in the classroom. Another example is children with attention problems need classroom environments which are safe from exterior distractions. Generally, it can be appreciated that children with special needs need special education facilities in the classroom environment which are not available in inclusion (Sheehy & Duffy 91). Therefore, inclusion tends to compromise on the quality of education received by children with disabilities. The academic intensity in inclusion environments is not up to the education demands of disabled children.

Another disadvantage with inclusion for students with disabilities is that they often leave regular education classrooms with low self-esteem and a low self-concept ("Education Integration" 1998). Some special education students have "reported that life in the mainstream was characterized by fear, frustration, ridicule, and isolation" (Salend, 2001, p. 27). When in a regular education classroom, students with disabilities can see what their peers can do, and what they cannot. As a result, they often feel depressed, overwhelmed, and academically inadequate compared to their non-disabled classmates ("Education Integration" 1998). Pat Pasquale made the following comment in regards to her eleven-year-old daughter, Jeanine Pasquale, who was born with Downs Syndrome ("Education Integration" 1998):

"If she was in an inclusive classroom, I don't think she would have the

self-esteem that she has, she really thinks she is wonderful, she's very

confident with herself and she's very happy in what she does accomplish. I

think if she were in a regular class, she would realize what she cannot do."

(p.4)

The aim of inclusion is to bring togetherness: to make disabled children have a feeling of belonging to the broader society, however, this is not achieved when the children tend to have a low self-esteem as a result of the education environment presented by inclusion. Ideally, it can be appreciated that disabled children cannot be able to match the physical capabilities of the 'normal students'. In some instances, the intellectual ability of the disabled children falls below the levels of other children. When they are placed in the same environment as the 'normal children', their self-esteem falls drastically owing to the fact that they are due to compare themselves with the other children which ultimately counters the hopes of attaining quality education (Salend 27).

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