Inclusion, with roots in the Civil Rights movement of the 1960's, has been supported more for social reasons than for academic reasons. The purpose of inclusion in public schools is to give equal educational opportunities to all students. In the case of a student with a hearing impairment, inclusion might have negative social affects, though. If non-disabled students do not know sign language or do not wish to converse via an interpreter, then the student with the hearing impairment is not included in everyday conversation with the other students (Fitzgibbons, 281).
One of the major necessities to making inclusion work in public schools is to inform the teachers and non-disabled students of what to expect and what to do. Teachers need to be informed in advance when a disabled child will be placed in their class of that student's disability and physical and mental limitations so that he or she can modify his or her classroom and teaching methods (Fitzgibbons 276). Also, the non-disabled students should be told what to expect. They should know the disabled student's limitations not only for them understand how they need to interact with the disabled student, but also to understand why the teacher may interact differently with the disabled student. For example, if the disabled child has a hearing impairment, the teacher might where a microphone on her collar, the student might need to be seated in the front of the classroom, or there might be an interpreter in the classroom. The students in this class would need to understand that they might have to make eye contact with the disabled student when they wish to talk to him. They would also need to understand that the child with the hearing impairment might not hear them if they call to him from behind him (Fitzgibbons 279).
Success is an important part of education, and for disable students to succeed in a mainstream classroom individualized education plans (IEP's) are written for each student. IEP's, developed by the Public Law 94-142, make it possible for disabled student to succeed by showing the progress that they make over the course of a school year (Spring 139).
Multicultural Education
Since all students in the United States have the right to attend the same public schools, our government has the difficult task of determining what, if any, other cultures, customs, religions, and languages should be recognized in our schools. Multicultural education is the result of this. Teachers, lawmakers, community members, and parents all have differing opinions on what should be done in regards to multiculturalism. Many European-Americans think that multiculturalism should not be taught at all in American classrooms. They believe that. But what is the "American culture?" The United States has always been a conglomerate of many different people from different cultures who speak different languages. So, therefore, saying that one culture or language should be recognized over another seems ridiculous.
Deculturalization is the method by which European-Americans consciously attempt to strip others' culture away and replace with European-American culture. This has been attempted with the Native Americans, the Mexican-Americans, and the Africa-Americans along with countless others (Spring 147). Our schools need to recognize that there are cultures other than the European-American culture present in our society. This is not to say that immigrants do not need to be taught European-American culture. Since that is the dominant culture and English is the dominant language, all persons living in America should understand and be able to speak English and know European-American culture. But European-Americans need to be more flexible also. European-Americans think that because their culture is dominant, it is somehow better than other cultures. This is simply not true. European-American teachers and students should be willing to try to understand the cultures of the other people in their classes.
The U.S. Supreme Court decided in 1974 that public schools should offer aide to students whose families did not speak English (Lau et al. v. Nichols). This decision had a major affect on immigrants. It makes it possible for teachers and students to communicate with one another without the aide of an interpreter. A common culture is not realistic, but a common language is not only realistic, but it is also necessary. For teacher to be able to teach effectively, they do not need to be worried about speaking in two languages or waiting for the interpreter to finish.
Private Schools
Private schools have both positive and negative aspects. Private schools can be a place where the religious beliefs from home are put into practice in an everyday setting. Students can start the day by praying with their teachers and classmates. They have a Bible study with their class. They also have teacher as positive role model who reinforces the parents' values and moral and biblical beliefs. Private schools are wonderful for parents who want their religious beliefs reinforce daily to their children at school. Private school can teach creationism without breaking laws. Sex education is also an issue public schools debate on what to teach, but in private schools parents can decided that they don't want it taught at all or that they want abstinence taught to their children. The parents can also decided at what age level they want their children to learn about sex. These are all reasons that parents want their children in private school.
On the down side, private schools are expensive. They require a financial sacrifice in some situations. Private schools are generally smaller and sometimes have less extra-curricular activities. Private schools are also generally for white upper class or upper middle class students. They therefore, have little diversity and, some say, poorly prepare students for life. Some private schools do not have certified teachers and this may lower the standard of education that the students receive.
Over all private school has as many pros and cons as charter schools, home schools and public schools.
