Critical Concepts Of Inclusive Education

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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. Inclusive education also depends upon the state of mind of community and perception of teachers and parents…show more content…
Teacher believes and values and attitudes Inclusive education also depends on certain necessary values. Teachers need to value: learning as a lifelong process in which they share responsibility with parents for maximizing the quality of children’s lives need to enriched children academic and social competence. It has been suggested that the most critical element of inclusive education is the attitude of class room teacher towards children with special needs. (hannah, 1988) . Teacher’s attitudes affect not only what happens in classroom setting (McClaskey&Quay, 1987)but also the instructional option that is chosen for students (Budgell, 1986). Teacher’s attitude about children with diverse needs can be changed through accurate information and positive encounters (Johnsan, 1984).It is also important to know student as an…show more content…
Because in inclusive system many recourses were used and in Pakistan inclusive system is not implicating because It is very expensive .there are more staff and recourses required to effectively needs of all the students. They stated that, "under inclusion, no support services are taken away from students; indeed, even more support may be required to enable a student to function optimally in the general classroom" ( (Van Dyke) . Lack of collaboration Inclusion will force regular and special education teachers to assume joint responsibility for the successful education of integrated students (Wigle, Wilcox, & Manges, 1994). Post and Roy (1985), however, found in their studies of middle schools and high schools that the high school teachers did not often discuss how to teach specific students, so the special education teacher was often viewed as an interloper. Post and Roy go on to explain that problems also arise because of the sheer number of staff members dealing with each student due to the tracking, departmentalization and changes of classrooms in the high school level. Many of the high school teachers did not think that they had a problem with inclusion even when students were experiencing difficulty in their

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