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Policies and legislation for inclusive education
Inclusive education an article about it
Inclusive education an article about it
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Recommended: Policies and legislation for inclusive education
In the International Journal of Special Education, Yoon-Suk Hwang and David Evans writes “Attitudes Towards Inclusion: Gaps Between Belief and Practice”, which was published in 2011, highlighting where and what elements affects the success of inclusion within the education system. Hwang and Evans examine thirty three teachers from three Korean schools and compare the study to other international results, concerning the attitudes and compliance to inclusion policies (136). The article “Attitudes Towards Inclusion: Gaps Between Belief and Practice”, is a helpful layout in comparing Hwang and Evans’ study within the three Korean schools to international studies involving the inclusion theory. The results from the study were obtained through a questionnaire, in which was performed through an interview process, where it concentrated on “positive or negative effects of inclusion, as well as the problems in implementing inclusive education programs” (Hwang and Evans 136). Hwang and Evans identify the gaps as being in theory and practice; the difference between attitudes and willingness to accept inclusion and …show more content…
It is based on a system of values and beliefs centered on the best interest of the student, which promotes social cohesion, belonging, active participation in learning, a complete school experience, and positive interactions with peers and others in the school community. These values and beliefs will be shared by schools and communities. Inclusive education is put into practice within school communities that value diversity and nurture the well-being and quality of learning of each of their members. Inclusive education is carried out through a range of public and community programs and services available to all students
If one looks at the word “Inclusion”, its definition states that the word means being part of something or the feeling of being part of a whole. By looking at this term, one gets a sense of what inclusion education is all about (Karten p. 2). Inclusion education is the mainstreaming of Special Education students into a regular classroom (Harchik). A school that involves inclusive education makes a commitment to educate each and every student to their highest potential by whatever means necessary (Stout). Their goal is for all children, disabled or not, to be able to attend a typical classroom.
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
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)
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).
Carpenter, L. (2010, March 4). Developing an Inclusive Curriculum 4030EPS. Lecture presented for the Griffith Education Lectures in Inclusive Curriculum, Griffith University, Gold Coast, QLD.
In order for inclusion to be implemented properly it is important that teachers, parents, and administrators to know the definition of inclusion. An inclusion program means that the student spends all or most of their school time in the general education classroom rather than a self-contained classroom. However, the students will still receive the support and interventions they would have received in a self-contained classroom. There are different types of inclusive classrooms where different types of teaching occur. There is co-teaching where there is both a general education teacher and a special education teacher that co teach. Both will work with students that have an individualized education plan (IEP) and the student will receive more support. In addition, an inclusive classroom can have a general education teacher but has the special education teacher as a resource or aid, which qualifies as a collaborative model of inclusion.
Every child has the right to receive an education in a welcoming and inclusive environment where they are given the opportunity to grow emotionally, physically, socially, and intellectually regardless of their differences. I believe education is the foundation a child needs to grow and learn, and inclusion is a key ingredient in the makeup of the learning environment. Without the implementation of inclusion, students are deprived of the opportunity to learn acceptance, respect, and growth from their interaction with a variety of people with differing skills and perspectives.
Many agree that inclusion can be a positive experience for special education students, general education students and educators. Inclusive classrooms provide a diverse, stimulating environment for special education students. Vaughn and Klingner, 1995 found that special education students believe that inclusive classrooms provide them with more of an opportunity to make friends (Turnbull et al., 2004, p.70). Special education students who are included in regular education classrooms become part of a much larger learning community and they are able develop more of a positive self view.
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...
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...
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.