The Importance Of Inclusion In Schools

What is Inclusion? This paper will discuss what inclusion is and two issues that may arise with the implementation of inclusive practices within schools. In the framework of an education setting ‘Inclusion’ is defined as the right of all students, to access an engaging, challenging, meaningful, age appropriate and flexible curriculum Salend (2008). As discussed by Putman (1998 cited Foreman p19) that inclusive schools celebrate and welcome diversity in ability, culture, ethnic, racial and social background Foreman and Arthur-Kelly (2014). Forlin, Sharma, & Loreman, (2006) further reinforce this definition with the discourse around inclusive education is gradually shifting from a validation of ‘why’ and can we provide for the needs of the student? To the approach of ‘how’ it can be effectively implemented Forlin, Sharma, & Loreman, (2006).

The Power of Inclusion for Schools To critically

This will have us as communicators collaborate with students, parents, teachers and the community Cologon, (2014). According to Grima-Farrell, Bain and McDonagh (2011, p. 118) Inclusive is a contentious term that challenges educational systems and educators. This has all stakeholders review the reality of what we need to embrace in the 21st Century going forward Grima-Farrell, Bain and McDonagh (2011).

Loreman (2007) argues that majority of educators understand inclusion, however they choose to be politically pragmatic and practice whatever they happen to be engaged in; ‘Inclusive or not’ (p43). Shaddock (2006) identified that inclusive practices in Australia were hindered with the response from teachers being lack of time, difficulty in individualising within a group, lack of school support, and inadequate training and resources Shaddock