Philosophy of Inclusion

162 Vanloon Street, Plymouth Pennsylvania 18651

Mariah.Irizarry@wilkes.edu
Philosophy of Inclusion

The purpose of inclusion is to ensure that all students have an equal opportunity to be

members of the general education classroom. This is regardless of their labels, disabilities,

struggles, etc. An inclusive classroom “encourages the elimination of the dual special and

general education systems and the creation of a merged system that is responsive to the needs of

all students” (2020). The idea of an inclusive classroom is just simply an idea until someone

takes a stance and makes a difference. My philosophy of inclusion will alter and change for the

better throughout my teaching career, as will all else. For the most part, my beliefs are as

followed:

To me, inclusion is not simply including students within the school specials. This means

to ensure all students are involved in the general education classroom for most, if not all, of their

academic day. With this being said, I believe all students should be represented and be provided

with the means needed to become successful students while in these class settings.

Although students are being placed in general education classrooms, they may not be

provided with the services and adaptions needed. My focus is to include students, while also

ensuring I am doing what needs to be done to provide students with the individual supports

needed to succeed.

I believe inclusion means is to allow ALL students to work together. I do not believe

inclusion is just simply having students in the classroom. It means providing time for the
students to learn from each other, grow with each other, and participate in all class activities/

assignments together.

I believe it is important to communicate with all members of the educating team. “In an

inclusive classroom, general education teachers and special education teachers work together to

meet the needs of all students” (Understood Team, 2020). To run a truly inclusive classroom, I

would need a supportive team. To do this, I must be supportive myself and stress the importance

of collaboration. “Research indicates that many students may be more likely to prosper

academically in settings with more collaboration” (Kaplan and Miller, 2007).

I believe that all intelligences should be highlighted and addressed within my inclusive

classroom. I believe in the importance of understanding that all individuals excel in their unique

ways. “Howard Gardner (1993) concluded that students should be seen not as a ‘stock standard’

child, but rather as a set of abilities, talents or mental skills, which we call intelligences” (Moore

& Murray, 2012). This means I will put forth my best efforts to teach students through individual

preferred methods.

I believe it is important to appropriately seat the students. Welcoming students into the

classroom, but separating them from the rest of the class, does not fully include them.

Eliminating the separation of groups supports the idea of a truly inclusive environment.

My mission is to make a change. To take a chance. To allow time for every type of
student that may come my way. My mission is to embrace all the differences, personalities,
ability levels, and much more. Norman Krunc once shared:

“When inclusive education is fully embraced, we abandon the idea that children
have to become ‘normal’ to contribute to the world. We begin to look beyond typical
 ways of becoming valued members of the community, and in doing so, begin to realize
the achievable goal of providing all children with an authentic sense of belonging” (n.d.).

My mission is to share this wisdom, so others can make a change along with me. One
teacher at a time, one classroom at a time, to change the lives of multiple children, at one time.
 References

Inclusive Classrooms: A primer for teachers. Reading Rockets. (2020, September 30). Retrieved
December 3, 2021, from https://www.readingrockets.org/teaching/inclusive-classrooms.

, M., & Miller, A. T. (2007). Scholarship of multicultural teaching and learning. Jossey-Bass.

Murray, Sarah, and Moore, Kylie, Inclusion through multiple intelligences, Journal of Student
Engagement: Education Matters, 2(1), 2012, 42-48. Available
at:https://ro.uow.edu.au/jseem/vol2/iss1/8Kaplan

Team, U. (2021, March 30). 4 benefits of inclusive classrooms. Understood. Retrieved December
16, 2021, from https://www.understood.org/articles/en/4-benefits-of-inclusive-classrooms

80+ special education quotes to inspire students and teachers. Free Ideas For Family Fun &
Learning. (n.d.). Retrieved December 7, 2021, from https://kidadl.com/articles/special-
education-quotes-to-inspire-students-and-teachers.