Inclusion in Secondary Schools Public Research Paper

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In particular, they note that classroom and subject area teachers are not trained to develop and implement instructional programs for children who fall outside the "average" range of abilities. They note further that teacher preparation programs do not normally provide training in adapting curriculum for low-performing and low-skilled students or dealing with the often difficult and extreme behaviors of emotionally disturbed children. Others critics maintain that many disabled students need to learn functional life-skills or basic academic skills far more than concepts and information -- the focus of most general education curricula (Hasbrouck, 2007).

Implications for Future Teaching

The foregoing has implications for training future teachers and providing staff development for current teachers. Huston (2007) recommended that areas to be emphasized in teacher training and staff development include: (a) emphasis on higher-order thinking skills, (b) integrated curricula, (c) life-skills curricula, and (d) interdisciplinary teaching.

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Huston (2007) further recommended that, in order to deliver instruction in inclusive classrooms, teachers become adept in multiple teaching and learning approaches like team teaching, co-teaching, peer partners, cooperative learning, heterogeneous grouping, study team planning, parallel and alternative teaching, station teaching, etc.

Conclusion

Under the current law and in spite of critics, inclusion is a fact of school life, and educational systems must adapt to the reality. In her review of the situation, Huston (2007) concluded that "… a continuum of placement options and services must be available … and the placement decisions must be based on the needs of the child, his/her peers, and the system's ability to meet those needs." Further, the system's ability to meet the needs of disabled students must continue to grow......

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