To implement inclusive education, the goals of the policy should be effectively communicated to all members of the educational community. Educational leaders at all levels – national, regional, community, as well as organisational – have an essential role in translating and implementing policy that promotes quality in inclusive education. Policies that promote quality in inclusive education need to address attitudes towards learners with diverse needs, as well as propose action to meet their needs. Such policies: - Outline teacher, school/educational organization and support structure/service level responsibilities, as well as, - Outline the support and training that will be provided for all stakeholders in order for these responsibilities to be fulfilled. Policies for promoting inclusion and meeting individual learners’ needs within all educational sectors are ‘integrated’ across sectors and services.
This ensure that the school environment and setting is designed in such a way that all children are catered for including those with special needs Strategy 4 Review the National Curriculum for Basic Education to reflect the diversity of learning needs of all learners. A good example of this is the changes to the basic education curriculum that was implement in 2015. According to the ministry of education official website, As far back as 2012 regional in-service training for the (junior primary teachers was conducted in n preparation for implementation. Because of the proper planning the right change were made to reflect the diversity of learning needs of all Namibian learners. By default all Namibian students deserve access to a world-class curriculum that encourages diversity and which allows schools flexibility over how it is taught.
It teaches us about the world in which we live, about the people surrounding us, giving information of how the world was and how it may become. Everyone should have access to education, no matter who the person is, we all have the right to be educated and have the same resources. Global Perspectives Importance of education: Education is very important and every human has the right to benefit from it since it may help us to recognize what each of us wants to be in the future and achieve some of our goals in life. Education is also important because it gives us the ability and skills needed interact with people around us.
I integrate current evidence based practice in all course content. I feel it is important to include new innovations and applications not only within nursing but within related and supporting disciplines. A teacher is no longer the source of learning, rather a facilitator of learning. As a teacher I should know my student and understand that all students possess diverse backgrounds, by knowing your students, I will be able to decide which teaching style and strategies are needed to maximize their learning. I strongly believe it is vital to encourage the integration of culture, ethnicity, and life experiences into personal and corporate learning.
Behavioural learning theorists place strong emphasis on the effect changes in the environment has on behaviour, they believe that all students can arrive at the same learning when the environment is perfectly presented (Ertmer & Newby, 2013).. Behaviourists believe that the environment is one of the most important factors claiming it has a significant impact on the individual’s behaviour. Cognitive and Behaviourists are similar in the way they both design learning goals with a clear objective in mind. However behaviourists believe in a teacher centred classroom and cognitive believes in the impact the environment can have on learning opting for a more student focused style of teaching (Yilmaz, 2011). The sociocultural learning theory is unique in this perspective as it opposes teacher instruction that interjects and leads learning towards a predetermined outcome. Instead sociocultural believe learning occurs when the learner is actively and socially involved in their environment and therefore the environment needs to be student centred and foster learning with the goal of deep meaning making (Richardson, 2003).
I want to be that catalyst for students. I want to send them out into the world being able to realize their full potential and capable of thinking intensively and critically. I believe the role of teachers is to empower students. The classroom needs to be multicultural, so that all the kids feel included and important. In order to teach multiculturalism, teachers need to learn about the diversity in the classroom.
This means that all learners, irrespective of their disabilities, must be provided with support, in order to realize their full potential. According to Education White Paper 6: Special Needs Education: Building an Inclusive Education and Training System (KZN Department of Education, 2005:11), learner support will be provided on three levels. Low-intensive support will be provided for learners at ordinary schools; while moderate support will be provided at full-service schools. High-intensive support will be provided at special schools/special school-resource centers. To
As the educational leader, it is occupant upon me to make a connection for setting the establishment's vision for itself. Through dynamic engagement of every last one of partners, an agreement for our common vision for the foundation can be come to. When a dream is situated, as the leader, it is my responsibility to guarantee that courses of action and assets are set up to accomplish the vision. b) Ensure that the students are well taught and all around prompted. My responsibility here will be as an educational leader is to guarantee that the teachers in the foundation set exclusive requirements for teaching and learning taking into account the most avant-garde knowledge in the different scholastic and workforce disciplines and pedagogical knowledge.
Theoretically, the goal of inclusive education is to transform schools and education systems (Lomofsky & Lazarus, 2001), resulting in an increase in access to all students, enhancing the school personnel’s and students acceptance of the diversity of learners and increasing the participation of students as well as increasing the achievements of learners within the system (Artiles, et al., 2006). In addition, it may be seen as a reform that supports the diversity of learner’s ability. Furthermore, it presumes that the goal of the inclusive education system is to eliminate social prejudice and the exclusion of individuals that is on the basis of race, gender, sexuality, disability, ability, ethnicity as well as religion (Ainscow & César,
The second standard in the InTASC standards is Learning Differences. It is stated as follows: “The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.” In this rationale, I will explain why it is important to know and understand this standard and how it can help me be a better teacher. I understand that all students are different. I will learn everything I can about my future students, so I can know how to teach for them. I will teach to diverse cultures and communities to which my students belong.