The delivery of education for students with exceptionalities has evolved from complete segregation to the provision of education within regular classes (Andrews & Lupart, 2000). Integration will be successful if the necessary supports and services are in place within the education system. Regrettably, the public special education system currently in use in Ontario is not meeting the needs of integrating students with exceptionalities in regular class settings. Even now, many educators believe that segregation of students with disabilities is justified and not prejudiced (Valeo, 2009). To abolish segregation from the Ontario public school system there is a definite need for strategies. Although there are challenges, there are numerous methods to promote inclusion through integration of exceptional students to include them in standard curriculum classrooms.
One of the challenges that Ontario school professionals face is the amalgamation of regular and special education. This integrated system values, supports individual differences, and works in response to the various strengths, challenges, and experiences of all students. (Andrews & Lupart, 2000). The most debated issue for school professionals and advocates is whether a unified system provides students with better opportunities to learn. The reason for this debate is that school professional question if this type of system will diminish options for exceptional students to receive the individually adapted instruction them (Boscardin, 2005). The goal of inclusion through integration is to make available instructional strategies that effectively produce acceptable educational results for exceptional students, and can be implemented in a manner promoting inclusion. Educators must adjust instructional methods to meet diverse student (Andrews & Lupart, 2000). This is accomplished by using a variety of teaching approaches and taking away the limitations of former typical classroom instruction. By educators acquiring adapted teaching methods, the need for segregation decreases significantly.
One method that can be successful to promote integration of exceptional students is Differentiated instruction. This type of teaching involves providing students with different avenues to acquiring content and to developing teaching materials so that all students within a classroom can learn effectively, regardless of differences in ability (Andrews & Lupart, 2000). Differentiated instruction is the process of “ensuring that what a student learns, how he/she learns it, and how the student demonstrates what he/she has learned is a match for that student’s readiness level, interests, and preferred mode of learning. It has been indicated that many of the emotional or social difficulties exceptional students experience disappear when their educational climates are adapted to their level and pace of learning. (Tomlinson, 2001)
In addition, Co-teaching (sometimes referred to as team teaching) requires that a general...