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Inclusive teaching and learning
ASPECTS for inclusive education
ASPECTS for inclusive education
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“What does inclusive education mean for me as a teacher in 2014 and beyond? “ 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). My definition of inclusion is “that equality and equity is the right of every student no matter what the barriers exist to meaningful learning. All barriers require removal to allow access, for all, to the Australian curriculum content irrespective of the structural or economic adjustments that this necessitates. Inclusion does not necessarily provide guaranteed outcomes but is grounded on the concept of equal opportunity for all.” To be truly inclusive teachers, we need to first know the student and identify the real reasons for any individual to be classified as having a learning disability. In Australia, teachers must be familiar with the many federal and state laws, regulations, and frameworks, which apply to inclusive education. At a national level, the following Acts and Standards protect students: the Commonwealth (Cwlth) Anti-Discrimination Act 2004; Cwlth Disability Discrimination Act 1992; Racial Discrimination Act 1975; Cwlth Sex Discrimination Act 1984; Human Rights Commission Act 1986; Australia’s ratific... ... middle of paper ... ...AP. (2014). Student Participation. Retrieved from http://www.nap.edu.au/naplan/ school-support/student-participation.html National Center on Universal Design for Learning. (2012b). Learner Variability and Universal Design for Learning [Online seminar presentation]. Retrieved from http://udlseries.udlcenter.org/presentations/learner_variability.html?plist=explore Racial Discrimination Act 1968 (Cth) (Austl.). Sex Discrimination Act 1984 (Cth) (Austl.). Special Education News. (2014). The History of the IEP. A little look in the history of the Individual Education Plan also known as IEP. Accessed at http://www.specialednews.com/the-history-of-the-iep.htm United Nations Educational, Scientific, and Cultural Organisation. (1994). The Salamanca Statement and Framework for Action on Special Needs Education. Retrieved from http://www.unesco.org/education/pdf/SALAMA_E.PDF
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
Sands, D., Kozleski, E., & French, N. (2000). Inclusive education for the 21st century: A new
Educators can have strong feelings on the subject because having special needs students in a regular classroom can have a large impact on the classroom community. Those who believe in inclusive classrooms realize that, to be successful, it requires allot of classroom management and differentiated instruction, but feel the benefits are worth the work involved. Those who do not believe in inclusion feel that it leads to “l...
Peterson, J. Michael and Hittie, Marie Michael. Inclusive Teaching : Creating Effective Schools for All Learners. Pearson Publishing. (2003)
Smith, T. (2012). Teaching students with special needs in inclusive settings. 1st ed. New Delhi, India: PHI Learning Private Ltd.
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.
Inclusive schooling is known as classrooms where all students, regardless of abilities and disabilities, learn in the same contexts. In Canada, inclusive schooling is slowly becoming more popular in the school system. People are beginning to realize the benefits to it, and are accepting the change in a more positive way. However, some people still view inclusive classrooms as difficult environments because of the lack of initial teacher preparation. It is important for the needs of teacher preparation for inclusive schooling to be recognized and improved in order to increase the likelihood of schools participating in an inclusive classroom setting. By having an inclusive school, it allows for all students to be taught on an equal level, which will decrease boundaries between people with abilities and disabilities, and amount to a more positive school environment.
Inclusive education is a general setting which a child with disability or special child was put together with normal student that accompanied by a normal teacher. It aims to nurture the special child in terms of social communication and educational aspects. According to Forlin (2010) a comprehensive model of training grasps a social model of disability that encompasses the privileges of all children to be educated together and is upheld both morally and ethically..
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 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).
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 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...
For over 25 years society’s attitudes towards people with disabilities have changed significantly. As a result, education for students with disabilities has made a prominent transformation. Particular social and historical events, both international and national, have played an integral part in influencing the development of inclusive education in Australia (Thomas and Loxley, 2007). Furthermore the history of society’s attitudes towards difference has had a major influence towards the formation of policies and legislation related to inclusivity, as well as impacted the way society accepts difference today. This critical reflection aims to identify the underlying values of inclusive education policies and legislation, and the influence they may have on society’s attitudes towards accepting difference. I will also reflect on my broadened understanding of what it means to be inclusive and how this has impacted my future implications for teaching.
Prior to Introduction to Inclusive Education, I viewed people with disabilities from the separation perspective. They were the obvious group of individuals, the people motioning down the street with canes, walking with obedient guide dogs, parking within the blue lines, sitting in the reserved seats at the front of the bus, staring in the designated section to see the sign language interpretation, and the people who simply didn’t blend in with the rest. People with disabilities were different and incapable to perform like others; or if they could perform, they needed assistance at all times. I held this viewpoint, not because I wanted to, but because society played a critical role in my outlook.