In the context of this study, inclusive education is taken to refer to the participation of all primary school pupils in a general curriculum. The researcher is aware that inclusive education goes beyond special needs children but this study does not include such other categories of children as those with legal confinement, ethnic minorities and those with social stigmas. One of the arguments in favour of inclusive education is the realization that every individual is unique, hence the focus must be on the individual and not on the subjects. According to Deiner (1999), if all children are part of regular settings and all children participate in the general curriculum, then all educators need to know sufficient techniques to care for and educate all children. (Unachukwu, Ozoji & Ifelunni, 2008).
One of the most significant improvements in education in past years has been partnership between special and regular education teachers (jac Andrews). It is a human right to embrace all people irrespective of gender, race or disability; actually inclusion is an attitude to believe on including all children on education system. Inclusive education helps in providing lifelong learning to the students with special needs. Inclusive education aims to integrate all children on equality in regular school system. Inclusive education system needs regular and special education teachers to respond collaboratively to the learning needs of all students.
The goal for inclusive education is to widen access to education and to promote full participation and opportunities for all learners vulnerable to exclusion to realize their potential. When considering the promotion of quality in inclusive education, it is necessary to underline a number of key factors in relation to this goal: Inclusion concerns a wider range of learners than those identified as having special educational needs. It is concerned with any learners who are at risk of exclusion from educational opportunities, resulting in school failure; - Access to mainstream education alone is not enough. Participation means that all learners are engaged in learning activities that are meaningful for them. The promotion of positive attitudes
This is the sad truth yet true reality of the current situation which can’t be seen on the surface level. Despite being informed of inclusive education in schools, yet not any initiatives are carried out by the administrators of the preschool such as training for the teachers or etc. It seems that the issue of inclusive education is taken so lightly that it serves no importance in the eyes of many preschools. With the lack of resources, support and professional training which are the fundamentals for aiding teachers with children with autism to be able to provide them holistic education would be a hindering factor for teachers to accept children with autism as well be well prepared to receive and cope with these children in their classes alongside the normal school going children. This has eventually built a negative perception towards these children causing them to have these negative attitudes; which greatly affects their relationship with these
In the last few decades, there has been a significant shift from special education to inclusive education around the globe (Mittler, 2000). Inclusive education can be described as a process of addressing and responding to the diversity of needs of all learners through
However, every student has the right to be included in an everyday classroom with non-special needs students. The following paper will present and explain inclusion’s purpose, its benefits for both special and non-special needs students, as well as its drawbacks. Literature Review This thesis paper will be carried out with the help of online research, and investigations as well as books. The Wisconsin Education Association Council (WEAC) defines inclusion as “a term which expresses commitment to educate each child, to the maximum extent appropriate, in the school and classroom he or she would otherwise attend.” Develop more this point “The term “inclusion” replaced all previous terminologies, i.e., integrated special education; reverse mainstreaming, previous to the early 1990s in hopes that the word would mean more than placing children with special needs in the regular educational classroom, including a sense of belonging, social relationships, and academic development and learning.” (Odom, Buysse, & Soukakou,
Therefore, in order for all children to benefit from their environment, it is crucial that high quality inclusive education is provided for all. To achieve high quality inclusive education, the availability of resources such as support services like therapists, appropriately trained teachers/personnel and availability of materials, equipment and physical accommodations for children with different needs are required. This literature review aims to discuss about the research design, methodology and materials utilized to investigate if preschools are equipped with resources for inclusive education to take place. The scope of the literature review aims to target mixed method
Inclusion is a term use to integrate general education students with students who have learning disabilities. This allows student to learn in a least restrictive environment with without prejudice and be treated the same as other students. Student differ in all manners of life. With inclusion, it does not matter if
“Decreased auditory sensitivity manifested early in life can adversely affect the development of language, oral communication, cognition and education progress.”- Sininger, Grimes and Christensen (2010) Hearing is very important for the development of speech and language, communication and learning. Children that have a hearing loss have difficulties communicating and also speech and language problems i.e. that are unable to use spoken language. When a child is born with a hearing impairment the development of these skills is delayed. This will then affect communicative, academic and social success.
• Learners are very attentive to the behaviour of their teachers, that is why you should always lead by example. • Restorative justice can be used to illustrate to the learner how the situation could have been handled and how to prevent future problems. • Be aware of the age type with which you are dealing with, different age groups need different approaches when enforcing or maintaining discipline. • In all circumstances, be respectful and constructive and never shout or act erratically when dealing with a learner. As the educator or school staff member, you should always be in control of your emotions and the situations.