Inclusive Education
Inclusive schooling is both a belief and a practice where all children learn in their local schools in classes with students their own age. This encompasses all children students with disabilities, gifted students, children from a wide range of racial and cultural backgrounds, and more. Inclusive schooling is about truly including all children together in an effective learning environment. A fully inclusive school enrols and effectively supports all learners, regardless of ability, tailoring learning to individual requirements and making sure those requirements are met. In inclusive schooling children bring their own unique strengths, experiences and understanding to the classroom. Society is richer when all children are valued.Inclusive schooling is not simply about placing all students in classrooms without attending to their individual strengths, needs, and individual learning requirements, it does not demand that all students learn the same thing at the same time, in the same way, and it is not the sole responsibility of the classroom teacher. Erwin states “The true essence of inclusion is based on the premise that all individuals with disabilities have a right to be included in naturally occurring settings and a . . .
Consequently, students will shape inclusive behaviours and attitudes in each other. These students will no longer be thought of anything other that a member of a general education classroom. It is plausible that social interaction could have been obtained by exceptional children in contact with others like themselves. All students will learn that everyone brings strengths and needs to every situation. Hopefully, all of the students will see the worth of all other individuals, regardless of their abilities or disabilities, so that they can accept all others, and learn to value one another as unique individuals Some of the strategies which a teacher can incorporate to provide an inclusive learning environment are: adapting the number of items that the learner is expected to learn or complete; adapt the time allotted for learning tasks or the completion of work, children can be given an individualised time frame for completing some tasks, time can either be increased or decreased; increase the amount of personal support and assistance for specific learners, this can be the inclusion of a TA for some lessons, assigning a peer buddy, or a peer tutor to assist certain children; modify the way instruction is delivered to the certain children, the teacher can do this by using visual aids, more concrete examples, provide hands on activities, or place students in cooperative groups; change how the student can respond to instruction, instead of writing answers, allow verbal responses, or allow students to demonstrate knowledge with hands on activity; modify the skill or concept being taught or change how the child may approach the work to accommodate for their personal needs; adapt the extent to which the child is actively involved in the task, it may be more beneficial for the child if 3 dimensional models are used rather than 2 dimensional models; or by modifying the goals, outcomes, or expectations for the child, while using the same material available to the other students, make the objectives much more achievable for the child, and provide different instruction and materials to meet the students individual goals. They will learn about conflict resolutions and the importance of being responsible for their actions. ctivities with their neighbourhood peers, siblings and friends”. The teacher who seeks to provide an inclusive learning environment for all of the children in their care attempts to create a classroom in which all students belong, and therefore, the teacher must take ownership of included students with special needs. It is up to the teacher to notice these differences and adapt their teaching methods. “Inclusive programs that involve collaboration among general and special education teachers, peer support and cooperative learning, as well as the use of effective instructional practices better prepare these students to live in the community and to be competitively employed following school,” says Hardman et al. Vygotsky’s Sociocultrual Perspective was one that asserts that cognitive development hinges on social interaction and the development of language. Another theorist we are able to tie into inclusion is Vygotsky. Another important aspect regarding the whole class inclusion of the child with the disability, is to make sure that student is involved in a variety of group discussions and group work, with the grouping of students varied regularly. Although the change in the educational environment is significant for students with disabilities, the concepts of inclusion also raise new issues for the regular classroom teacher.
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