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What is inclusion in education
Factor that affects the education system
Inclusivity and diversity in schools theory and practice
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According to Spring (2016), inclusion is the integration of children with disabilities into regular classrooms. Full Inclusion refers to the inclusion of all children with disabilities. (p. 134) Inclusion is challenging in many ways for teachers and students alike. It can also be frustrating.
It is not for everyone even though everyone is put in that situation at one time or another.
General Education children in lower grades, ie., K-3 accept most relationships and those with disabilities are accepted. The Gen Ed students respond to those with special needs and readily befriend them because after all they are just like everyone else.
Inclusion requires much planning, and an enourmous amount of collaboration throughout the year. This collaboration is not only between teachers and building staff, but also inclusive of parents, family members and communities.
Among the challenges are differences in learning styles, levels of learning, adhereing to the IEP of each special ed student and various
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I will collaborate with the support staff in the building, families and plan daily activities to bring the vision of inclusion to my classrooms vision of success. I’ll lead small groups that are comprised of Special needs and general education students working to improve specific needs. When planning classroom duties all students will be assigned different jobs at the beginning of the week. Each student will be Special Student of the day at some point throughout the year. When Support Staff comes in the room to work with those in special education, they will pull general education students with prior approval in the group so that the special education student isn’t singled out. Every student in my r room will be included in sharing family activities with the class and take on the responsibility of line
Inclusion in education is an approach to educating students with special educational needs; under this model students with special needs spend most or all of their time with non-disabled students. Evidence from the last decade reveals that segregation of special needs students, as opposed to spending time with non-disabled students, is actually damaging to them both academically and socially. Segregating students placed in the special education category is a trend that has been vastly common in public schools, but in the last few years inclusion in general education settings is becoming a more credible option. Placing students in an inclusive classroom is effective in positively adjusting not only their academic performance, but also social and developmental skills needed throughout life. Despite concerns of successfulness and outlook, the inclusion of special needs students in general education classrooms within the public school arena proves to be beneficial for all aspects of education.
Inclusion in education is permitting all adolescents an equal opportunity to participate in all classroom activities regardless of their capacities. Difference should be treated as a resource and strength rather than exceptional.
The study by Burke and Sutherland (2004) was conducted to ascertain if experiences with disabled students determine a teachers’ attitude toward inclusion. The attitude of teachers involved in classes that include special needs students may determine the success or failure of any inclusion program. The teacher who will adapt the curriculum and his/her own teaching style to meet the needs of all students in the class, will have a better chance of utilizing techniques that create a successful inclusion environment.
Inclusive education allows equal opportunity for students with a disability to enter mainstream schools with students without a disability (Hyde, n.d.). Inclusion is the right of a child and parents to participate in mainstream or special schools, it is the schools responsibility to accept the child and make reasonable adjustments if needed. Every child has a right to reach their goals along with satisfaction and self-achievement.
Today, most special needs kids are openly welcome in public schools. This has recently been debated about whether it is a smart choice in letting special needs students interact and learn with regular students. Special needs kids should not be separately educated because being with regular students helps the disabled kids learn from them and helps regular kids learn to interact with different people. The first big reason is that special needs kids can learn from regular students when they are in the same environment.
Inclusion is the main issue within the inclusive learning environment, if a child doesn’t feel included within their environment then their learning will be effected by this. The Oxford English Dictionary defines inclusion as “the action or state of including or of being included within a group or structure” (Oxford English Dictionary 2011: Inclusion) This means that every child should feel involved and included, no matter of there different learning abilities or levels. This can mean children who have special educational needs, such as dyslexia, physical disability or metal disability. Inclusion should provide opportunities for all children, no matter of their age, race, gender, disability, religion, ability or their background, to be involved within their learning environment. Each child should feel like they belong and feel like they are...
“Inclusion isn’t a strategy to help people fit into the systems and structures which exist in our societies; it is about transforming those systems and structures to make it better for everyone” (Richler, 2016). This is a quote by Diane Richler explaining what inclusion is. Inclusion is a strategy that allows children with disabilities to go about their day in a normal classroom setting. Inclusion can positively affect both the disabled and non-disabled children in the classroom if it is done in the correct way. Although, some people do believe inclusion can have a negative impact on the children involved, the benefits outweigh the deficits.
The idea of inclusion within a classroom tends to breed controversy from many people. Currently there is no clear consensus on a definition of inclusion (Heward, 2006). There are many different views on how students with disabilities should be handled. Those views ranged from students being fully included, partially included, or not included at all in mainstream schooling. Different descriptions of inclusion tend to reflect the person's own opinions towards it. People who feel students should not be included in the classroom focus on the negative characteristics of inclusion, such as the challenges of developing plans for students as well as the hard work it requires to incorporate those plans. However, studies show that full inclusion has many benefits to the students, for both students with disabilities as well as students without them. Inclusion has shown to improve the student's social skills, encourage communication, inspire laws and regulations, and improve the overall schooling experience (Gargiulo, 2012). Although it will take longer then some would like or have the patience for, full inclusion can be done in the classroom, with its benefits outweighing the hard work that it requires.
Inclusion in classrooms is defined as combining students with disabilities and students without disabilities together in an educational environment. It provides all students with a better sense of belonging. They will enable friendships and evolve feelings of being a member of a diverse community (Bronson, 1999). Inclusion benefits students without disabilities by developing a sense of helping others and respecting other diverse people. By this, the students will build up an appreciation that everyone has unique yet wonderful abilities and personalities (Bronson, 1999). This will enhance their communication skills later in life. Inclusive classrooms provide students with disabilities a better education on the same level as their peers. Since all students would be in the same educational environment, they would follow the same curriculum and not separate ones based on their disability. The main element to a successful inclusive classroom, is the teachers effort to plan the curriculum to fit all students needs. Teachers must make sure that they are making the material challenging enough for students without special needs and understandable to students with special needs. Inclusive classrooms are beneficial to students with and without special needs.
Inclusion has become increasingly important in education in recent years, with the Education for Persons with Special Educational Needs Act being passed in 2004 to ensure equality in our system. In summary, inclusion is the idea of there being no child...
In reference to the field of education, inclusion has a wide range of applications. Students who receive special education services benefit from classrooms that support inclusion. This is because research shows that when students with disabilities are taught alongside their peers, they perform better. (Inclusion Toolbox, 4)
Over the course of the semester, I have been learning of how to incorporate students with special needs in the classroom. One of my main questions I had after completing my advanced practicum was how to incorporate children with disabilities within the classroom. My definition of inclusion is including all students within the classroom community without judgment and learning to embrace each other’s strengths and weaknesses. Inclusion brings a sense of belonging into the classroom. One of the worst feelings in the world is being left out or judged by peers. I know that judgments and bullying is never going to disappear completely but, it is easier to build a safe and supportive classroom where everyone feels apart of something. Inclusion is be able to have a variety of learners who can work cohesively and towards independent goals.
Inclusive education is one that supports all students learning in the least restrictive environment. The least restrictive environment is one where the student with a disability is included with their non-disabled peers as much as possible. An inclusion classroom has two teachers, one who holds a regular education certification and one who holds a special education certification. Inclusion is driven by the philosophies that all students should be able to learn together, can benefit from two teachers in the classroom, and can benefit from differentiated instruction (Berg, 2004). However, the inclusive classroom model is controversial because of many elements. For a school to have successful inclusive classrooms, Downing and Peckham-Hardin (2007) (Behan, 2016) state that the school must address the selection of teachers, successfully implement instructional strategies, have the mindset of the success for all students, and have continuous assessment of student learning. Inclusive education has been characterized as a problem-solving process, and teacher training in consultation, collaboration, and problem solving is the beginning stages of forming a successful inclusive classroom model (Hobbs and Westling, 2002). Schools following the inclusive classroom model must also provide ongoing professional workshops for inclusive classroom teachers to strengthen instructional strategies and best practices for effective co-teaching (Behan,
Inclusion is not a new idea. Concerns about inclusion can be dated back to the civil rights movements of the 1960s through to the 1980s. The ideals behind inclusive education have their roots in the development of liberal and progressive thought, where equality of opportunities is stressed. Elizabeth Burgwin, a child welfare pioneer saw no purpose or virtue in segregation. The idea of separate schools was not even considered, instead the idea of how schools may be adapted to the needs of children with disabilities was considered. (Topping & Maloney, 2005).
Researchers believe misunderstanding about inclusive education, lack of skills and competencies to provide an inclusive learning environment, and unsupportive attitudes towards inclusion are considered as significant barriers for educators to execute inclusion successfully (Winter & O’Raw, 2010; Forlin, 2001; Hemmings & Woodcock, 2011). Within the current education system, the definition of inclusive education is remaining controversial (Armstrong, Armstrong & Spandagou, 2011). It is clear that without a concise understanding about inclusion concept would be a great barrier for educators to deliver appropriate services to the children (Baglieri, Bejoian, Broderick, Connor & Valle, 2011). For instance, several incidences have been recorded in North America that schools could receive additional funding by enrolling children with disabilities in the school; which consequently leading to more students being pushed by teachers to take the formal assessment and be ‘labelled’ as children having disabilities (Reiser,