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
One will see what it really is like to be a student with a disability and is in inclusion in the classroom. Also what it is like to be the regular education teacher and the special education team working with the
It has been proven that when we use inclusion in the classroom, children have better communication skills, higher academic achievement, wider social networks and fewer behavior problems. Therefore; as educators, we should come together and advocate for inclusion to make it a nationwide
Introduction This presentation on inclusive practises is intended to assist educators to meet the needs of a diverse population of children with varying cognitive abilities; developmental and learning disabilities; sensory impairments; and different cultural and socioeconomic backgrounds. Below are the key learning needs identified of the chosen case study Hayley, a year 11 student with Down syndrome. I have also mentioned how to cater for the needs of all students in the classroom. The difference between differentiation and reasonable adjustments is also explained. Ways to differentiate pedagogy to meet individual needs.
The characteristics of a special education teacher in an inclusion class have been a joint collaborative effort along with the lead teacher. Previously, services were provided outside school grounds or in the general classrooms. Presently, services are provided in the general classrooms (push-in) utilizing a co-teaching approach. Despite the benefits of co-teaching as an instructional model, there is shockingly little literature on the adequacy of this approach (Tremblay, 2013, p. 251). A study was performed where Rea, McLaughlin and Walther-Thomas (2001) compared two models for students with disabilities.
Henry Ford once said, “Coming together is a beginning; keeping together is progress. Working together is success” (Brainy Quote). From here, the concept of inclusive education, including students with and without learning disabilities as peers in the same classroom, originated. The aim of this type of education is to get students with learning disabilities involved in the society. Teachers and fellow students will also provide help for students with disabilities; in this way, students with learning disabilities will be motivated to study as they feel that they are a part of a group instead of being isolated in special places.
According to UNESCO, inclusive education is a process of addressing and responding to the diverse needs of all children by increasing participation in learning and reducing exclusion within and from education (Nguyet and Ha 2010). Inclusive education is a process of increasing the presence, participation and achievement of all learners (Booth and Ainscow 2002). The process involves mainstreaming children with special educational needs into regular classroom settings, allowing them to learn side by side with their peers without disabilities. Inclusive education implies that children with special educational needs have to attend mainstream schools they would have attended if they did not have a disability. Mainstreaming children with special needs education has a positive impact on both social and academic learning for children with and without special needs (Farrell 2000).
Inclusion is vital in helping to provide quality education for SEN pupils. “above all, inclusion is about a philosophy of acceptance where all pupils are valued and treated with respect” (Carrington & Elkins, 2002). Inclusion is often thought to be the location of your education but is more often than not about the quality of one’s education. The location has little to do with inclusion but more to do with where you feel you belong, some SEN children feel they cannot truly belong in a large mainstream school (Campbell, 2005). Sociological perspectives of inclusion often emphasis equality, respect, participation in decision making, rights, and collective belonging.
Knowing their needs is important to adapt the practices and to respect them as individuals. According to the author (Raymond, 2012), the perception of the students about the services they receive determine the outcome of the education efforts. For that, the teachers ' role is to guarantee that the student does not feel inferior, unequal, wich would be the negative conotation of the special education placement (Raymond, 2012). Instead of focusing on their difficulties, teachers should focus on reducing the gaps with more inclusive
What is inclusion? Inclusion is a process of ‘narrowing the gap between learners with and without special educational needs’1. ‘Lessons should be planned to ensure that there are no barriers to every child achieving’2. Inclusion is ensuring that all pupils have equal opportunities, are welcomed and valued in our school community. Our ethos at Friendlydale Academy is to value every child as an individual and acknowledge that every child’s needs are special.
The change from an institutional setting to a more community based setting shows a change in the attitude and believe about individuals with disabilities. Since their emancipation from institutions more than 40 years ago, the rights of persons with intellectual disabilities to participate in society have been increased with opportunities for full inclusion. The concept of inclusion encompasses both acceptance and respect. Children and adults are at risk of experiencing social exclusion and discrimination associated with their disability. While physical inclusion through accessibility change occurs, there is a lack of “feeling” a part of the community, which has some individuals with disabilities calling to action the need for social emotional inclusion.
The term inclusion is often seen as simply referring to learners with special needs, where it is interpreted as the ‘complete acceptance of a student with a disability in a regular classroom.’ However the notion can be viewed much more broadly. A common misconception about inclusion is that it is solely about including people with disability in regular sport activities without any modification. (Australian sports commission) However being inclusive is about providing a range of options to cater for people of all ages, abilities and backgrounds, in the most appropriate manner possible.
Have you ever been prohibited from an amusement park ride just because you weren’t tall enough? What about not being able to play on a team just because of the way you look? These two scenarios are examples of exclusion, which is the act of denying someone the opportunity to participate in an activity or enter a place. Exclusion may be one of the biggest flaws when it comes to special education in schools. Unlike traditional public schools, charter schools aren’t required to provide resources for special education students.
The bustling society we live in makes our lives fast-paced and abundant in people we meet. We are at the height of our traveling capabilities, which has only further advanced our society and the way we go about our daily lives. However, some suggest that our traveling capabilities have actually done more harm than good. Perry Patetic argues that the mobility of our society has harmed our close relationships, drawing us apart from our loved ones. Patetic states, “The advantages to living in such a highly mobile society are thus outweighed by the disadvantages.” Patetic claims that mobility has deteriorated our close relationships. This claim, however, is in many regards absurd. The vastly mobile society we live in gives us better opportunity
The film Including Samuel discusses the difficulties of inclusion. The film follows several families and their experiences with inclusion. Each person presented in the film experienced a different version of inclusion, and with their experience arose diverse challenges. Including Samuel follows people varying in age with a variety of disabilities. The documentary successfully established the difficulties of inclusion within an educational institution.