- Phuong's Reflections
- Teachers as Changing Agents
- Moral Education
- Sand, Brink and Seeds
- Education for Citizenship
- The principles and practice of teaching and class management
- Second Thoughts about Democratic Classrooms
- The Other Side of Inclusion
- Learning or Unlearning Racism
- The Victimization of LGB Youth
- Multicultural
- Education Toward a Culture of Peace
- Becoming a Professional
- Teachers as Changing Agents
- LL's Reflections
- Why Teachers Must Become Change Agents
- Moral Education and the Need for Teacher Preparation
- Sands, bricks, and seeds: School change strategies and readiness for reform
- Educating for Citizenship in Canada
- Class Management from the Side of Teaching
- Democratic Classrooms: Promises and Challenges of Student Voice and Choice
- Learning in an Inclusive Community
- Breaking the Cycle of Racism in the Classroom
- Victimization of LGB
- Equity
- Psychological Needs
- Becoming a Professional
- Why Teachers Must Become Change Agents
- Mike's Thoughts
- Jeremys stuff
“Part of the problem, I think, was that we were desegregating without any regard whatsoever for whether or not that particular child belong in that particular class.” (Noll, 2012, pg 240) I really agree with this statement because inclusion is easier at lower grades, but when the children gets older, their intellectual abilities will be farther away from their classmates. When they are not learning the same things their classmates are learning, they will be restless and get bored, this will lead to disruptions for the class. Dr Starr shared a story about how she was in a high school English classroom with this one disability student in the class, the class were learning Shakespeare while the student with a disability was sitting in the corner with her EA in a wheelchair with headphones on. She sat there doing nothing, she was not gaining/learning anything from being in the regular classroom, so why was she there? Unlike in younger grades they could join the class and do interactive activities, where they have more opportunities to interact with the other students and learn from them. Also, when a teacher who has a big classroom, and have to also watch the “bubble kids” (Noll, 2012, page 240), the teachers will feel pressured to focus on them. Where will they find the time and energy for the other students? This will be unfair to the other students, for inclusion to work, it would have to be in younger grades and the classroom must be small. Teachers need more support to give all the students in their classroom the attention they need to learn to their potential.
This is a slide show I found online for Cons of Inclusions
http://www.slideshare.net/DeeARoss/cons-of-inclusion-education
p.h
Reference:
NO: Carpenter, W. A. (2008). The Other Side of Inclusion (pp. 239-243)
Purich K., Ross D., Severino A, Zwirz D. SlideShare. Inclusion: Why it Does not Fit the Educational Need For All. Retrieved December 02, 2011, from http://www.slideshare.net/DeeARoss/cons-of-inclusion-education
This is a slide show I found online for Cons of Inclusions
http://www.slideshare.net/DeeARoss/cons-of-inclusion-education
p.h
Reference:
NO: Carpenter, W. A. (2008). The Other Side of Inclusion (pp. 239-243)
Purich K., Ross D., Severino A, Zwirz D. SlideShare. Inclusion: Why it Does not Fit the Educational Need For All. Retrieved December 02, 2011, from http://www.slideshare.net/DeeARoss/cons-of-inclusion-education