• Support should be provided ‘’within the general education system, to facilitate their effective education ‘’. • The education of children, who are blind, deaf and deaf blind, is delivered in the most appropriate languages and modes and means of communication for the individual, and in environments which maximize academic and social development. Advantage of inclusive education When we talk about inclusion many people are against about this idea, they advocates that in inclusive system time wastes of students without disability. ‘Inclusion proponents claims that segregated programs are unfavorable to students and do not meet the original goal of special education. (special education inclusion, 2001).
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).
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
The system is still very flawed and unequal in its teachings. I think that the future of education is going to move into the direction of applying altered strategies to close the academic achievement gap between minority and the majority students. These strategies could include more inclusive school organizations and curriculum. This more inclusive program will include better skills in teaching students with a language barrier. So it allows for students who are not English speaking to stay up-to-date in their education without falling behind.
Inclusion classrooms are described as a general education classroom in which the students with or without disabilities learn together. This would result in some mixed emotions towards the teacher’s responsibility, lowering the teacher’s effectiveness about being able to teach the rest of their peers in the classroom. Throughout this paper I will observing data of some perspectives in a classroom from Proquest.com that I will be putting in this paper. Common themes that will happen are the teachers needs for collaboration, shared responsibilities, planning time for lessons, and professional development. As I was viewing these observations the all have some excellent point of views about inclusion classrooms.
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.
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
The failure to implement full inclusion appropriately has numerous detrimental effects on the parties involved. One disadvantage for full inclusion is that the socialization part precedes the academic component, notwithstanding the fact that it should not be the primary goal of education. Inclusion movements aim to make disabled students look normal, overlooking the issue of whether they are undertaking educational programs or not. This can have a negative effect on the academic progress of students with disabilities because important skills are not taught for the sake of the learner making physical presence in a full inclusion classroom. Fox (2013) claims that there is a need for disabled students to reap maximum benefits from this integration.
They should receive support from their teachers, in this case it can be the regular classroom teacher, or a special education teacher that pulls in the classroom to provide support or does pulls out for a short amount of time. The more time a disabled student is in the classroom the less segregated he/she will feel. Inclusive education programs attempt to provide the same access to academic instruction for all students regardless of their performance levels and needs. The barriers that are being faced in such programs are organizational barriers, the way in which schools and classrooms are organized. Attitudinal barriers, focusing on the beliefs of teachers, administrators about disabilities and inclusion and the knowledge barriers which are the limitation in knowledge of students with disabilities and the appropriate strategies that need to be
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.