Essay Undergraduate 958 words

Inclusion in Education: Supporting Students With Emotional Problems

~5 min read

Abstract

This paper examines inclusion as an educational model, with a particular focus on the challenges posed by students with emotional and behavioral problems. It explores how different definitions of inclusion shape practice, why children with emotional difficulties face unique barriers compared to peers with other disabilities, and how zero-tolerance policies can complicate inclusion efforts. The paper draws on frameworks from the literature — including wrap-around service models, staff collaboration strategies, and Fred West's instructional decision-making levels — to outline how schools can build systematic, supportive environments that help emotionally challenged students succeed in regular classrooms.

📝 How to Write This Type of Paper Writing guide — click to expand

▼

What makes this paper effective

The paper moves logically from broad definitions of inclusion to specific, practical frameworks, grounding abstract policy discussion in concrete strategies.
It balances empathy for students with emotional needs against the real classroom management concerns faced by educators, avoiding a one-sided treatment of the issue.
Direct references to specific tools — such as the ACID test and West's seven instructional levels — demonstrate engagement with source material beyond mere summary.

Key academic technique demonstrated

The paper synthesizes multiple source perspectives (Stahl, Levy and Washington, West) into a coherent argument rather than presenting each source in isolation. Each source is introduced in service of the paper's central claim — that successful inclusion for emotionally challenged students requires systematic, collaborative, and individualized approaches — making the literature review feel purposeful rather than mechanical.

Structure breakdown

The paper opens by unpacking the contested definition of inclusion, then narrows its focus to the specific population of students with emotional or behavioral problems. It identifies complications (zero-tolerance policies, negative staff mindsets) before presenting solutions (wrap-around models, staff collaboration, instructional frameworks). The conclusion briefly restates the thesis. This problem-then-solution arc gives the essay a clear and readable shape appropriate for undergraduate coursework.

Defining Inclusion: A Range of Models

Educators talk about "inclusion" as an educational model, but in truth, it means different things to different people. When some people say "inclusion," they mean full inclusion, where the child spends all or very nearly all of his or her day in a regular classroom, with special education staff providing support within that classroom to the fullest extent possible. Some of these children have full-time aides assigned to them, while others may receive support for an hour or less each day. Others view "inclusion" as any program where students spend part of their day in a regular classroom (Stahl, 2000). No matter what model is used, however, when children with emotional problems are placed in a regular classroom, it means that a child with significant difficulty controlling his or her behavior is present in that setting.

Under some circumstances it is easier to think positively about inclusion for a student than under others. It might be very easy, for example, to consider inclusion for a cooperative boy with an IQ around 60 who tries hard and who rarely misbehaves deliberately. For some educators, it might also be straightforward to consider inclusion for an autistic child who has academic potential, especially if the district has a good support system in place with experts who can help staff meet that child's unique needs.

Why Emotional and Behavioral Problems Complicate Inclusion

Children with emotional problems, however, can be harder to think positively about. If a child has temper outbursts that disrupt the class, it is easy to think, "He doesn't belong here; he interferes with the education of his classmates." The child may resist interventions designed to head off such behaviors, or those interventions may work only inconsistently.

In order to have a successful inclusion program that includes children with emotional problems, staff will have to work actively to develop a mindset of trying to understand the child rather than simply blaming him.

3 Locked Sections · 515 words remaining

Zero Tolerance Policies and Their Impact · 110 words

"Zero tolerance rules worsen outcomes for emotional students"

Wrap-Around Services and Collaborative Solutions · 175 words

"Wrap-around models and staff collaboration strategies"

Instructional Frameworks for Included Students · 230 words

"West's ACID test and instructional modification levels"

Unlock these 3 sections →

Conclusion

Stahl, Joe. "Inclusion: What Can Teachers Do?" Academic Exchange Quarterly, September 2000.

You’re 34% through this paper. Sign up to read the remaining 3 sections.

130,000+ paper examples AI writing assistant Citation generator Cancel anytime

Key Concepts in This Paper

Full Inclusion Wrap-Around Services Zero Tolerance ACID Test Behavioral Interventions Staff Collaboration Instructional Modification Emotional Disorders Special Education Regular Classroom