10, 2013). The philosophy and the mission of an inclusive school provide a strong foundation and confidence for practitioners to go further in advocating for every child’s right. Providing equal opportunity does not mean treating everyone the same, but rather giving every child the right to a broad and balanced curriculum with high expectation of their success. Inclusive practice involves the whole teaching community coming together to agree, identify and understand the barriers that exist so that planning for inclusion and intervention strategies can be put into place. Aside from building positive relationships with and for children, Connolly et al.
(1998) states that it is important that both teachers use their training, skills, and perspectives in an equal way to create a balanced program that is effective. I believe the detailed core subject knowledge of the regular education teacher along with the requirements that the school district sets are very important factors that the regular education teacher can help assist the special education teacher with developing a plan for working with the students that need extra help. I believe that because most individuals may not be that adept in math, the core knowledge that the regular education math teacher has will be very beneficial when it comes to helping to augment lessons for individuals that need extra help without losing content meaning. It is so important for the two teachers to co-teach and work together as equals because if a good working relationship is not developed, then the special education teacher will simply be in the regular classroom working as a teacher assistant, which would not make for a productive teaching relationship. The immediate effect of an unproductive co-teaching relationship will be greatly noticed in the way the students fail to make
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). Bunch (2008) views the inclusive education philosophy as socially just and more effective in both academic and social spheres. Worldwide, the educational authorities have adopted the principle of inclusion to address the social and moral obligation to educate all learners (Forbes
Educators are more confident teaching children with autism and would be more prepared to provide the supports that would create a positive learning situation for the students. Collecting all these data and research helped me to set up differentiation in my classroom and primary. This term refers to the learners and the ability of the instructor to adjust the balance and adapt all students. In this method, teacher change differences between learners, so all students in a group have the equal chance of learning. (BBC active,
A child that is transracially adopted will handle identity concerns better than most people because they can’t act like they are anyone else. The adopted child will thrive off of being their own person and that can keep them happy. The family of the child can also help with this by exposing them to different activities that involve children of other races that they can connect with. “Growing up in a culturally diverse home that offers children books, music and artwork that represent the child’s race will create an identity for the child that is positive and that will also seek to expand racial awareness for the entire family” (Guberman,
The aims of equality policies and procedures in early child care and education is to encourage children and adults to achieve their full potential, making the environment a place where everyone feels valued and respected. The staff working with children should improve their knowledge about culture, beliefs and disabilities, in order to prepare children to live in a diverse society. Having written policy and procedures in the setting will help the staff to provide a high quality childcare practice. Staff and parents meetings should be used also for discussion about discrimination and prejudice concerns in order to be solved and to create new strategies and programme to use for making children understand the equality and
The idea that it is acceptable to be different is one of the principles that drives inclusion. The diversity that exists in Belize due to culture and ethnicity have always welcomed decisions such as providing children with disabilities an equal opportunity to be educated in a regular classroom. While educators might complain that it is becoming increasingly difficult to teach students who already come with a myriad of problems, this does not affect the common knowledge that equality can make a better future for everyone. Inclusion promotes acceptance, anti- discrimination and equal academic opportunities for all, which are pivotal pillars necessary for success. With this said, no human being should be isolated for being physically or cognitively different; therefore, inclusion of children with special needs and exceptionality is not only a necessity but a right!
The most important journey we all go through, is in ourselves to find what makes people happy. Many students make their learning or conception of subjects a mystery to teachers, but this doesn't have to be with positive social skills. It doesn’t have to be too late until teachers realize not everyone did well enough because the new standard has squeezed in more work than what is usual. There must be a new strategy for inclusive activities or a new classroom management style where everyone is on the same page and believes it regardless of different social
Multicultural education discusses many methods of different learning styles and approaches to influence children that are related to different racial, gender, cultural, and linguistic capabilities. It is also a method to make sure the uppermost level of education for all students, and not creating changes opposing anything. Multicultural education helps the students and teachers to improve positive confidence through facts and knowledge that are being showed in class. Some students, because of their precise traits, have a good chance to do well in school as it is currently organized than other students from other groups. Multicultural education is also a restoration of change that has been planned to get a transformation of the school; as
A partnership with respect as the key, allows for an expansive amount of collaboration and learning than when departmentalized. This collaboration focuses not only gains academically and socially for the students but behaviorally as well. Philosophies on inclusion vary widely in the walls of education, but effective communication offers better support for all staff while utilizing the best possible scenario for student with disabilities to be successful. Education is a team approach and should be handled as
According to Eccles and Gootman (2002), providing a safe space for the students is essential for positive development (p. 89). If students do not feel safe in the classroom, they are more likely to foster feelings of fear and insecurity (Eccles and Gootman, 2002, p. 90). When the developmental alliance creates a supportive relationship and a positive classroom environment, the student is able to grow and connect with the youth. This relationship can help translate to greater success in school because of the support of the developmental alliance and the classroom (Connected Learning: Inspiring Mentors and
All effective practitioners reflect to ensure that they are providing a high standard practice to ensure that children are provided with the chance/opportunity to strive for the best education (achieve their best). Reflecting on your own practice could be beneficial to a practitioner within the setting as they would be developing a clearer vision in thinking creatively as a skill and also the practitioner would be able to get a better understanding of others in the setting. By having a more clear understanding on the children you are working with in the setting would also enable practitioners to meet the individual needs of the children and make adjustments to activities if needed or provide the children with an individual educational plan
While I agree that ongoing assessments should be conducted, it seemed to be a little degrading for the paraeducator that the authors suggest positive feedback immediately. I think this it is a good thing to praise someone but the examples provided made it seem as though the paraeducator would be receiving the same positive reinforcement that we use on the children. Other than this, I thought the article was great and that it could be used not only in a classroom with paraeducators but that it would also be effective in communicating new strategies to all teachers. I would suggest that this article be shared with teachers and paraeducators, but with administration at the district and school levels as