Full Inclusion

            Full inclusion generally refers to the integration of a student who has special needs in a general education classroom all day. The work of the educators in this is to help children who have disabilities to establish friendships with those who are not disabled. Furthermore, the educators should help the disabled children to develop social skills which are very necessary to enable them to make good interactions with acquaintances, their family members, and friends (Fuchs et al 136). It is also the work of the educators to help in changing the stereotypic thinking on disabilities among the nondisabled children.

            Full inclusion is the only method that can confer children with special needs that they belong to the general classrooms. It is also likely that teachers will take special education placement as the ‘dumping ground’ for those they consider challenging to teach in the general classroom(Fuchs et al 142). Through the elimination of this placements, the teachers will take responsibility and make the class responsive to all the students for example through radical constructivism. Through full inclusion, the children can develop peers with all students and also help the have a role model for correct behavior. The other nondisabled children can understand those who have and they learn that those with disabilities are part of the community and can have unique talents just like they have. However, the needs of students with special needs will not be met fully in this case of full inclusion.

Full continuum

            It is where students with disabilities are educated with others who are not challenged in regular education classes, and the services are focused on general educators working with special educators to meet the needs of those with disabilities or those at risk. There also small or individual group setting which helps to with disabilities to increase their opportunities and get more benefits from the regular class placement.

            Separate facilities outside the school are also set up for disabled students to get more benefits. Home instruction program is also provided at home, integrated co-teaching services where learning is done in a class with both disabled and nondisabled and special classes are also offered to students with similarity in individual needs to receive special instructions in a unique setting(Fuchs et al 146). Resource rooms are also provided for those with disabilities which intensive programming; they offer an alternative curriculum with an individualized option which is not available in general classrooms. Full continuum is better because both the students can benefit and can also meet the social interaction among them.

 

 

 

Work cited

 Fuchs, Lynn S., et al. "Inclusion versus specialized intervention for very-low-performing students: What does access mean in an era of academic challenge?." Exceptional Children 81.2 (2015): 134-157.