Inclusive Classrooms and the Impact on General Education Students: Debunking Myths and Evidence
In the current educational landscape, the integration of special needs students into general education classrooms (inclusive classrooms) remains a subject of debate. Concerns about potential negative influences on general education students, particularly the idea that they might copy unruly and loud behaviors from special needs children, are often expressed by teachers and parents. However, let's explore the evidence and underlying assumptions to understand if these concerns are justified.
Theoretical Concerns and Anecdotal Evidence
Some educators and parents have voiced concerns that general education students might adopt negative behaviors from their peers with special needs, particularly those with autism. It is argued that these students may exhibit unruly and loud behaviors, leading to a disrupted learning environment. However, empirical evidence does not support this hypothesis.
Consider the following example: Is there evidence that special needs children with autism negatively influence general education kids who copy the unruly and loud demeanor of the loudest kids in the room? Research indicates that general education students are more likely to recognize and disapprove of such behaviors rather than emulating them. According to teachers and parents, general education students are usually annoyed and aware of the negative behaviors, often making it clear that they do not feel inclined to copy these actions.
Case Studies and Evidence
Teachers have shared various experiences where special needs students with autism exhibited disruptive behaviors. Two instances were cited, where the students were eventually placed in other classrooms with better supports and the situation improved. Another teacher mentioned a student making odd noises, which was resolved by allowing the student to chew gum, a solution that was dismissed by the teacher due to concerns about fairness to other students.
No. That would only happen if the other kids had the desire to be loud and unruly and they don't. If someone at your job started coming to work drunk, would you start doing the same? This analogy highlights that the tendency to emulate negative behaviors is not a general trait among students. Instead, it suggests that students are more likely to recognize and avoid such behaviors, much like most adults would not start drunk if a colleague did.
Expert Opinions and Classroom Management Strategies
While there is no denying that managing inclusive classrooms remains a challenge, studies show that the key lies in proper training and support for teachers. Teachers often lack the necessary skills to manage classrooms effectively, which can lead to a disruptive environment for all students. Evidence indicates that untrained and poorly prepared teachers find it difficult to handle special needs children, leading to negative classroom dynamics.
It is crucial to address these gaps through professional development and better support systems. Teachers need to be equipped with strategies to manage behavior, including those of children with autism, within the inclusive classroom setting. This includes creating a positive and structured learning environment, as well as implementing individualized education plans (IEPs) that address special needs.
The Importance of Questioning and Social Learning
Another concern raised is the impact of special needs children asking awkward questions, which supposedly breaks the social barrier to questioning and demoralizes the other students. However, this argument overlooks the long-term benefits of such questioning.
Children with autism often ask questions out of genuine interest in understanding the subject matter. While their questions may seem awkward to others, they contribute to breaking down the social stigma around questioning authority and seeking knowledge. This can foster a more open and inquisitive classroom culture, where students feel comfortable asking questions and engaging in active learning.
This change can place a greater demand on teachers, requiring them to provide clear and comprehensive explanations. However, the enriched learning environment benefits all students in the long term, promoting a more dynamic and engaging educational experience.