Reflections on the Development of Special Services

The development of special services is one which has come a long way from where it started. The article, pages 3-5, definitely touches on just how long it has taken for students with exceptionalities to, first of all, be recognized as people with the rights to learn, but also as students who have the right to [and absolutely should] be included in classrooms with their peers. The rights of children with exceptionalities has not just been a major issue to be addressed in education (1990s Individuals with Disabilities Education Act), but also a major issue to be addressed in the law (The 1985 Charter of Rights and Freedoms).
The types of inclusion and involvement of students with special needs is also something which has grown and become more accepted over time. Although the emphasis in education has always been on the importance of a "normal" environment for all individuals, the "normal" environment for those with special needs was once relative isolation. Students were either "denied access to public schools" (Smith, et al. 4)or permitted entry, provided they were taught in an isolated setting, away from their peers. Personally, I find it very difficult to believe that the "normal" environment for any child, let alone person, is one of isolation, especially from one's peers. Thankfully, this "inclusion" has grown over time to one of relative inclusion, integration, and [finally] the complete inclusion of students with exceptionalities in school programs and activities with their peers (in 1980s).
Although there are students with severe exceptionalities which may disrupt class or cause students to ask questions, it seems the best form of education, and the only fair form of education, for students with special needs and those labelled as "gifted" is for complete inclusion.
The Normalization Movement is one which states that students, regardless of disabilities, should have a normal education. The Charter of Rights and Freedoms also states that "every individual is equal under and before the law...with out discrimination" (Smith et. al 3). Therefore, all students should have the chance to receive education with their peers in the same environment as their peers. I believe that if these exceptional students are isolated or removed, all of the time, from classes that they will begin to feel like outsiders and be treated as such by their friends. That is not to say, however, that students should not be taken out of classes on occasion to aid in their learning. For example, in a class I have previously worked in, some of the students with Math and English difficulties were taken out during the second half of a class to work with a specialist. The other students in their class did not think they were better or worse as a result, and often worked with them for projects to help them out. I think this is the best kind of environment for students to be in, because the students with disabilities and their "normal" peers have the opportunity to learn from and about each other. This, I believe, will increase understanding, empathy, kindness and respect for all students... it is less likely that students will bully or make fun of those who they know well and are friends with.
In my future classroom(s), I plan to have full inclusion of students who have exceptionalities with the rest of the students in the classroom. Everyone has their strengths and everyone has their weaknesses. If all students work together, and help each other out, then the classroom will be a community of learning and a place of acceptance.