Many of New York City’s public schools are making the move from self-contained classrooms to collaborative team teaching classrooms. Scholars, however, argue over the inclusion’s effectiveness. The article will define inclusive education; review some of the most common arguments for and against inclusion; and tie in the work of Lev Vygotsky to add more depth to the debate.
Inclusive education is founded on the philosophy that all children can learn and should be considered full-time participants in and members of the mainstream school community (Knight, 1999). Traditionally, the term inclusion focused on students with disabilities, both physical and neurological . The term, however, is not limited to this realm exclusively but may also include students who are risk of failure due to factors outside of school, those thought to be gifted and talented, along with those considered to be average learners. Inclusion does not deny the differences and needs of students, nor does it try to erase them. Instead, inclusion seeks to support students with needs in ways that allow them to function on par with their peers. All students, regardless of any of the factors mentioned, are included in the general education classroom.
