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Forms of diversity in education
Inclusion in todays classrooms
Importance of inclusive teaching
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Recommended: Forms of diversity in education
Inclusion is a vital and importance aspect of education that promotes effective teaching however it can often be easily neglected due to the problematic nature of teaching which may cause teachers to be overwhelmed by other aspects of teaching. I believe that inclusion is an extremely relevant component of teaching due to the diversity of students that we may interact with as a teacher. Diversity includes multiple characteristics ‘such as gender, race ethnicity…….cognitive abilities, religious beliefs, political beliefs and so on’ (Spandagou, 2016) and there it will be essential for me as a teacher to understand that teaching involves a heavy amount of interaction with a diversified range of students which contribute to the relevance of inclusion …show more content…
8).The concept of inclusive education is being highlighted to great extent in recent years and I believe this is due to the combination of continuous improvement in educational strategies, increase in diversity of students, and the increase in awareness of students with disabilities and special …show more content…
In particular the Disability Standards for Education (Commonwealth Attorney-General’s Department, 2005) states that 'the education provider must take reasonable steps to ensure that the course or program is designed in such a way that the student is, or any student with a disability is, able to participate in the learning experiences... on the same basis as a student without a disability, and without experiencing discrimination '. This particularly highlights the importance of promoting inclusion within schools. The increase in diversity of students is also a factor that contributes to the increasing highlight on inclusive education. Australia being a multicultural country contributes to its much diversified range of students with different cultural background, religious beliefs and socio-economic status. As a result, I will need to be extremely prepared in the classroom to promote an inclusive learning environment for the students and therefore engaging the students to advocate high learning outcomes. With the increase in awareness of students with disabilities and special needs, it is therefore important for me as a teacher to be aware of the potential different learning
The movement for inclusion in education has advanced since the years of special schools for children with disabilities. Although there have been significant changes to the laws protecting the rights of children with disabilities there remains an underlying debate as to whether these children should be in main stream classes. Most states and territories in Australia practice inclusive education, however this remains a contentious topic with differing attitudes. It is evident whilst many challenges remain, schools should implement and deliver quality programs that reflect best practice policies. Positive teacher attitudes, promoting diversity, modelling inclusion in the classroom and developing a sense of community by working in partnerships
Peterson, J. Michael and Hittie, Marie Michael. Inclusive Teaching : Creating Effective Schools for All Learners. Pearson Publishing. (2003)
It is essential that all students have access to a quality education and an inclusive education system should meet their diverse needs. The Victorian Department of Education and Early Childhood Development [DEECD] (2014) stipulates that education providers must make ‘reasonable adjustments’ to support students with disabilities to comply with the standard. Graduate teachers should also demonstrate an understanding of legislative requirements and be able to identify teaching strategies that support the involvement and learning of students with disabilities (AITSL, 2014). They should understand the importance of focusing on what a student with a disability can do and work with the student’s strengths. A graduate teacher should know what resources, agencies and assistive technologies are available to support the learning needs of a student with a disability.
Slee (2001) argues that inclusive schooling demands schools to recognise all types of difference from disabilities, ethnicity, gender, class and sexuality. Furthermore, he challenges schools to accept difference, to encourage and promote flexibility thus benefiting not only the curriculum and pedagogy, but the community and students themselves (Slee, 2001).
Downing, J. E., & Peckham-Hardin, K. D. (2007). Inclusive Education: What Makes It a Good Education for Students with Moderate to Severe Disabilities?. Research and Practice for Persons With Severe Disabilities (RPSD), 32(1), 16-30.
The true purpose of school is to prepare children for their future in becoming lifelong learners and global citizens. For children with special needs, special education services prepare and provide support for them in dealing with the challenges they face daily. Laws such as Individuals with Disabilities Education Act has enforced schools to provide education to all children and reinforces the purpose of the school, which is to provide children the Least Restrictive Environment to help them develop to their optimal potential. There are myriad of concerns regarding inclusion’s effect on typical developing students, yet a research done by Bui, Quirk, Almazan, and Valenti shows that “[p]resence of students with disabilities results in greater number of typical students making reading and math progress compared to non-inclusive general education classes” (p. 3). Therefore, inclusion not only benefits children with disabilities, but it also benefits typical developing student’s academic skills and allows them to learn acceptance and respect for students with disabilities.
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.
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.
Education systems and services are integral to setting up a learning environment that maximises teaching and learning. I agree with Munro (2009) that being aware of what services, programs and support staff are available will be of great benefit to the learning environment, students and professional learning. I believe that adopting individual education plans, students learning profiles and modifying the curriculum can reduce the concern that some researches express that students are still being segregated from the classroom environment due to their “special learning needs”. These concerns are reduced by developing practices and adaptions that promote inclusion. I also believe that it allows for continual monitoring of students learning and progress and encourages critical reflection of teaching practices. Material and human resources that education systems provide encourage further professional development and practical ways to make adjustments and adaptions to classroom practices. I believe with the support of these systems inclusive education can be integrated seamlessly into my daily practice.
The world is currently undergoing a cultural change, and we live in an increasingly diverse society. This change is not only affect the people in the community but also affect the way education is viewed. Teaching diversity in the classroom and focusing multicultural activities in the programs can help improve positive social behavior in children. There is no question that the education must be prepared to embrace the diversity and to teach an increasingly diverse population of young children.
In reviewing this article, we were able to identify how effectively, governments, schools and teachers are equipped to build and work within an inclusive education environment. This was achieved through identifying what … are currently already in place to support schools and teachers in each jurisdiction. More explicitly, how forming a holistic jurisdiction could further enhance teacher training and support to more fully prepare them for teaching within an inclusive classroom. By understanding and interpreting what Anderson and Boyle said when expressing their views on what factors are important for inclusion to succeed and what are the most significant barriers to that success, it was easier to identify their concerns, and preparedness, in teaching children with diverse needs across Australian
Policies and legislation have set the standard for an inclusive education system that values all students, regardless of difference. As a preservice teacher about to enter into the teaching profession it will be my responsibility to cultivate optimum teaching and learning experiences that will support all students’ social, emotional and academic development. Whilst this task does seem daunting and challenging, it is also exciting to be one of the many pioneers who will contribute to an educational reform, resulting in the ideal of inclusive education.
In first being able to define inclusive education, it is necessary to understand the diversity of the student population. Disability comes in my varying forms and can be physical, sensory, intellectual, mental health and emotional, developmental, and non-visible (e.g. asthma). If disability was the only agent to consider in the diversity scenario things would be easier for teachers but there are a number of other classifications of students to consider: Gifted or talented; English as a second language (ESL); Indigenous students; and many other classifications which fall under the societal/family/personal heading (Ashman & Elkin, 2012).
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...
It aims to involve all students with disabilities, including severe disabilities, in academic and non-academic activities (Alquraini & Gut, 2012). According to Kenyon (2004), quality inclusion “must fit the details of day-to-day classroom instruction, it must be perceived by teachers, as being effective for all students and it must enhance the teacher’s current repertoire of instructional methods” (p. 10-11). There is support for inclusive education. Research has indicated that there are many positive effects of students with disabilities being placed in a setting with general education peers as opposed to self-contained classrooms (Katz & Mirenda, 2002b; Turner & Traxler,