Full Inclusion Research

Full Inclusion Research

Introduction

Children with disability deserve equal opportunities as their normal peers. They should be accorded whole schooling in a similar environment to that of the non-disabled children. To achieve this, there is need of full inclusion.

Full inclusion refers to the education of all the students (regardless of their personal abilities) in a regular class environment. For full inclusion program to be effective, children with disabilities should be enrolled in schools at their hometown for them to study with their peers. Provision of the support services to the students with disabilities should be inevitable as well. Such a move will enhance their comfort in the learning environment, especially because of the feeling of equality (Fuchs, 1998). As such, this research paper is an effort to discuss the theoretical approach applicable in the story of full inclusion of Ro.  The paper shall also highlight the merits and demerits of full inclusion while laying emphasis on the biblical integration.

Behaviorist Theoretical Approach

According to DeGrandpre (2000) Behaviorism implies that the environment that an individual is subjected to will ultimately determine his/her course in life. In fact, the theory states that people behavior is a response to the environmental factors. The theory can successfully and accurately be studied, especially in students with disabilities, by a thorough examination of behavioral events easily quantifiable. The researcher can then conduct an objective analysis of an individual’s behavior. It should be noted that such quantifiable behavioral events sharply contrasts the mental state of the study subjects.

In ‘From My Friend, Ro Vargo' story, there are remarkable instances that amplify the behaviorist theory.  Firstly, it is evident that Ro's parents were keen in setting up an appropriate environment for her to achieve her full life potential. They were aware that their daughter, despite her disability, should be brought up in an environment similar to other normal kids. As such, Ro had birthday parties when she was in kindergarten and second grade. The invitation of all her friends and peers to the party can be attributed to the observable boosted self-esteem throughout her school life. This would not have happened especially of the parents cast a blind eye to her social development and personal needs.

Secondly, Ro was a gifted student despite her inability to speak. The recognition of her gifts by her peers and teachers had a tremendous impact on her overall improvement in academic performance and social skills. In fact, most of the ‘normal’ students in her class like sought her advice. An appropriate example of classical conditioning in behaviorism is when Ghaadeer consulted Ro regarding the birthday present to take to her friend. In this example, Ghaadeer was able to learn from Ro by associating with her.

Furthermore, Ro’s behavior was shaped by positive reinforcement, leading to operant conditioning. While she was born a severely impaired child, Ro made significant life strides including free expression of her inner feelings and finding a prom companion. Such achievements were hardly within reach if not for the full inclusion program.

Potential Implications for the developmental Outcomes

Several parties were involved in ensuring the full development of Ro's potential. These include the parents, teachers, peers and friends. Ro got the full parental support including the provisions of all the childhood requirements like birthday parties and funding her schooling program. Her father, for instance, played a pivotal role through the routine transport to and fro the school.

On the other hand, while Ro was enrolled to a regular school, she was provided with all the necessities for her studies. For instance, she was assigned to a special instructor. Mostly, she was accorded full attention by her teachers in matters regarding her academics. In turn, this prompted her success kindergarten, middle school, and college.

            Ro’s rate of adaptation to the regular educational system was hastened by the [presence of understanding and helpful friends. At Syracuse University, Ro would have been a lonely and unsatisfied student were it not for Jacqueline, her friend. Jacqueline spent most of the time with her friend with a disability. She encouraged Ro to enroll to useful programs like dancing classes, which helped her to integrate to the system.

Full Inclusion Research

Kauffman (1995) argues that full inclusion is an advocacy for people with disabilities to be freely accommodated in activities that normal people participate. People with disabilities deserve accommodation in education and other human rights without pity or a ‘special status’. In addition, they should not be restricted or limited to engage and mingle with other humans at places of worship, schools, and recreational centers.

It should be noted, however, that the ‘special status' can apply in a proven extreme case that a person with a disability deserves extra care. After the civil rights movements were carried out successfully in the United States, a new era of respect for humanity despite their background and abilities was ushered. For people with disabilities, there is a strong emphasis on universal policies forging for physical accessibility policies. Full inclusion also sensitizes on the need to eliminate the current hindrances to the accessibility of public resources by the disabled (Mesibov, 1996).

Currently, there are efforts by the global lawmakers and other human rights communities to instigate for disability study law passage. Through the full inclusion programs, disabled individuals are encouraged to grab the available opportunities. This can only happen if they are ready to immerse themselves and form part of mainstream culture. Though such a move usually happens forcibly, there are clear signs that the future is bright for the disabled individuals in schools and workplaces. At the moment, there is a heavy downpour of support by authoritative parties in governments and other international lawmaking bodies with regards to full inclusion efforts.

When advocates are included in the push for full inclusion, especially at the learning institutions, the disabled people gather enough courage and encouragement to play a role in activities that earn them public reputation. By attracting the attention of a public audience, people with disability can be absorbed in artistic professions like dancing, acting and Film industry.

Advantages and Challenges Associated with Full Inclusion

Advantages

According to MacMillan (1996), the main benefit of full inclusion is that it encourages friendship and social relationship among students. In ‘From My Friend, Ro Vargo' story, there is clear evidence that Ro developed a beneficial friendship and social ties with other ‘normal' students including Jacqueline. The ties boosted her performance and happiness in life.

Another benefit is that Ro, though disabled, was able to become a role model to most of the students including Ghaadeer. Some of her peers admitted learning from her. From the story, Ro’s parents gained a strong integration to the society through the full inclusion of their daughter. Other benefits of full inclusion include the unlimited opportunities for the disabled children, which would have otherwise been impossible.

From Ro's life story, it is safe to deduce that her inclusion in a future environment like dance class was as a result of early absorption in a normal learning environment with normal students. This led to the proper cultivation of her skills and the gradual gain of her self-confidence in such an odd environment. It is also evident that her teachers became more collaborative with the special instructors. This is beneficial for the future handling of special needs students by the same institution.

Challenges

Though Ro was quickly integrated to the normal education system, she at times felt lonely. At the university, for instance, there are times when she felt she didn’t belong. This is a plight of many special students; it threatens to repeal all the gains made, especially if the situation is kept unchecked.

Another challenge, according to Sapon-Shevin (1996) is that each student with a disability requires unique attention and additional resources in order to conform to the odd learning environment. As such, it might become really hard for instructors to meet the needs of the special students without compromising on those of the normal kids. However, the educational boards in many developed countries are working on the programs that will ensure future truce.

Biblical Integration

Full inclusion has been around for millennia. In the bible, for instance there are numerous cases that have been recorded. In Galatians 3:28 it is written that there is no need of people prejudice as per their racial background or freedom. All people irrespective of social divisions are fully included in the Christ’s Kingdom.  In Luke 17:21, Jesus taught, fed and healed all the kinds of people irrespective of their disabilities or social backgrounds. In his sight, all were equal and all had a chance of inheriting his father’s kingdom.  In the book of Mathew 15:32-38, the lame the blind and dumb people came before Christ. They all wanted to be healed of their diseases and disabilities, and they were all healed inclusively.

Rationale of Full inclusion from Biblical Perspective

In the bible, full inclusion was a mainly as a result of the perceived equality before the Christ the Savior. Most of the people, especially in the New Testament, knew that Jesus Christ was keen on full inclusion when performing miraculous healing. That is why they all had faith in Christ, which was imperative for them to be fully healed. Christ made it clear that one can only be healed by their faith. Thus, this implies that the knowledge of the patients in the early church regarding the non-prejudicial healing power of Christ made them faithful enough to receive the healing. The rationale can be equated in Ro's story in that she was fully aware of the support she was accorded by her parents, teachers, and peers. This made motivated her towards her success and fulfillment of her life's dreams regardless of her disabilities. 

Conclusion

From the discussion, it is imperative that every student deserves a proper learning environment with his/her peers. Disabilities should not be an impediment to their achievement of life goals and fulfillment of dreams. That is why there is an inevitable need for advocacy and enactment of laws to push for full inclusions in schools and workplaces.

References

DeGrandpre, R. J. (2000). A science of meaning: Can behaviorism bring meaning to psychological science?. American Psychologist, 55(7), 721.

Fuchs, D., & Fuchs, L. S. (1998). Competing Visions for Educating Students with Disabilities Inclusion versus Full Inclusion. Childhood Education, 74(5), 309-316.

Kauffman, J. M., & Hallahan, D. P. (1995). The Illusion of Full Inclusion: A Comprehensive Critique of a Current Special Education Bandwagon. PRO-ED, Inc., 8700 Shoal Creek Blvd., Austin, TX 78757-6897.

MacMillan, D. L., Gresham, F. M., & Forness, S. R. (1996). Full inclusion: An empirical perspective. Behavioral Disorders, 145-159.

Mesibov, G. B., & Shea, V. (1996). Full inclusion and students with autism.Journal of Autism and Developmental Disorders, 26(3), 337-346.

Sapon‐Shevin, M. (1996). Full inclusion as a disclosing tablet: Revealing the flaws in our present system. Theory into Practice, 35(1), 35-41.