Inclusion for Students in Urban Schools

Inclusion is a method to maintain students who need specialized support in their general education classrooms and bring services to students, rather than bringing students to services (Peltier, 1997). Keeping all students together so they may collectively work and learn creates a classroom and a school culture of belonging, of solidarity, of interdependence, of acceptance, and of understanding of all of its diverse members. Urban schools need this unification of its staff and students. Inclusion is a practice, an attitude, a philosophy, and an idea that aims to create a society in which all children feel welcomed and valued for the unique and worthy people they are (Sapon-Shevin, 2009). It is my belief, beyond a shadow of a doubt, that students with and without disabilities belong together. Inclusion is a means through which this opportunity of working and learning in the same educational environment is possible, and inclusion must be available and supported for all students with disabilities in all schools, with no exceptions and no excuses. Inclusive education is endorsed by public policies, mandated by federal law, proven effective by educational research, and reported as desirable by teachers, parents, and students. With student diversity and social justice issues needing attention in urban schools, now is the time to revisit the reasons inclusion is the right thing to do ethically and morally for all students and for the advancement of our people as a unified society.


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