Document Type
Event
School Name
Far Eastern University – High School
School Code
n/a
Abstract / Executive Summary
This study investigated the programs in Push-in and Pull-out Models of Inclusive Education by understanding its advantages and disadvantages in teaching students with disabilities, with the aim of providing recommendations to better manage a school that provides quality education to all students despite their diversities. A total of eighty (80) related books, articles, interviews, laws, and literature were explored in different internet sources and library databases. The collection of sources showed that significant data produce different points of views from students, teachers, specialists, and administrators on the appropriateness of models in teaching students with disabilities. Programs under the Push-in model such as co-teaching, accommodations, and the use of specialists provide the specific benefit of better socialization of students with disabilities to their peers without disability inside a regular classroom. On the other hand, the Pull-out model uses resource rooms and provides the specific benefit of focused learning. Overall, guidelines and recommendations on how to cater the programs to the specific needs of students are as follows: (1) Organizing, collaborating, and communicating in a systematic manner between the regular and special education teachers, specialists, and administrators; (2) Re-training of teachers; and (3) Involvement of administrators. Given the challenges and benefits of Inclusive Education pedagogy, it is worthy to note that IE, in order to provide fairness, can be embraced by everyone involved. Regardless of whether the child is in a program under a Push-in or Pull-out model, the main goal for an institution is to provide several openings for growth and learning to students with disabilities through education.
Keywords:
Children with disabilities; inclusive education; push-in model; pull-out model; special education
PUSH-IN OR PULL-OUT? TWO MODELS IN TEACHING CHILDREN WITH DISABILITIES
This study investigated the programs in Push-in and Pull-out Models of Inclusive Education by understanding its advantages and disadvantages in teaching students with disabilities, with the aim of providing recommendations to better manage a school that provides quality education to all students despite their diversities. A total of eighty (80) related books, articles, interviews, laws, and literature were explored in different internet sources and library databases. The collection of sources showed that significant data produce different points of views from students, teachers, specialists, and administrators on the appropriateness of models in teaching students with disabilities. Programs under the Push-in model such as co-teaching, accommodations, and the use of specialists provide the specific benefit of better socialization of students with disabilities to their peers without disability inside a regular classroom. On the other hand, the Pull-out model uses resource rooms and provides the specific benefit of focused learning. Overall, guidelines and recommendations on how to cater the programs to the specific needs of students are as follows: (1) Organizing, collaborating, and communicating in a systematic manner between the regular and special education teachers, specialists, and administrators; (2) Re-training of teachers; and (3) Involvement of administrators. Given the challenges and benefits of Inclusive Education pedagogy, it is worthy to note that IE, in order to provide fairness, can be embraced by everyone involved. Regardless of whether the child is in a program under a Push-in or Pull-out model, the main goal for an institution is to provide several openings for growth and learning to students with disabilities through education.
