Inclusive Instructional Practices

2823 Words6 Pages

Inclusion is not a new idea, but has been rapidly gaining momentum within many disciplines internationally. Inclusive education is a term often associated with Special education, and children with additional needs. However, inclusive education is about ensuring that educational settings allow for meaningful participation by all learners. Each child has their own unique identity, ways of doing things, strengths and weaknesses. Ministry of Education [MoE] (1998) states that teachers “should recognise that as all students are individuals, their learning may call for different approaches, different resourcing, and different goals” (p. 39, emphasis added). This statement shows that all children may require differing approaches in education, and that learners with and without diagnoses require an educator that is skilled in the practice of inclusion. Key strategies such as early intervention, partnerships with parents/whānau, transitioning, and equitable teaching are practices that inclusive educational settings use to ensure that all children are provided for within the setting. Partnerships with parents/whānau and other professionals are key to ensuring that inclusion is achieved.

Why Inclusion?

The rationale for inclusion has three main aspects: the ethical and human rights, educational and social benefits to all learners, and the legal requirement to include all children.

Inclusion is about ensuring that the rights of all children are met, that they can actively engage in education within their community. Uditsky (1993) extends on this sentiment, noting the importance that they student with additional needs is a welcomed and valued member within the setting. In order for children’s rights to be met, the setting mus...

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...olers with special needs. Baltimore: Paul H. Brookes.

Sexton, D., Snyder, P., Sharpton, W.R., & Stricklin, S. (1993). Infants and toddlers with special needs and their families. Childhood Education, 278-286. Annual Theme Issue.

Stainback, S., & Stainback, W. (1996). Inclusion: A guide for educators. Baltimore, MD: Paul H. Brookes.

Thorburn, J., & Corby, M. (2002). The ECE inclusion handbook: practical guidelines for early childhood teachers working with children who have special needs. Christchurch: User Friendly Resouce Enterprises Ltd

Uditsky, B. (1993) From integration to inclusion: The Canadian experience. In R. Slee, (Ed.), The politics of integration. Brisbane, Queensland: Falmer Press.

Yeboah, D.A. (2002). Enhancing transition from early childhood phase to primary education: Evidence from the research literature. Early Years, 22 (1), 51-68.

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