The Malaysia Education Blue Print 2013-2025 also stated in chapter four about the implementation of inclusive education gradually. The chapter about Student Learning, special education students are given the opportunity to be in the inclusion program at 30% of their current population by 2015 Since the inclusive education is still new in Malaysia and to ensure it can takes place, there are many things to be considered. Msuya (2005) stated that, necessary facilities like teaching and learning materials, equipment and some environmental settings that are important for children with special needs should be considered in an inclusive context. Based on the statement, its prove that to implement the inclusive education in Malaysia, all the teachers, parents and also organization must focus in all aspect. So, are Malaysian mainstream school ready to implement full inclusive education system?
1. Introduction In this research we will discover how teachers in the Foundation Phase implement the policy of Inclusive Education with regard to learners with Learning disabilities. Firstly we will need to look at what inclusive education entails. According to the official document White paper 6, Inclusive education is an acknowledgement that all children and youth can learn and all children and youth need support. All educational structures, systems and learning methodologies must be enabled to meet the needs of all learners.
Inclusion has been defined as “the integration of all learners including those with severe disabilities into mainstream classes” (McMahon 2014). The philosophy of inclusion integrates all children specifically those with learning difficulties and entitles them to the same educational opportunities as their peers. The principle of inclusion is based on “the broad agenda of human rights, clearly emphasising that segregation of any form is morally incorrect” (Wang 2009). However, an observation made by the INTO (2003) into inclusion, stated that children with special needs will need additional support if they are to benefit from placement in a mainstream school. A similar finding also appeared within the Warnock Report, which stated “many pupils in special schools who could be educated satisfactorily in ordinary schools given requisite commitment and resources” (Cohen and Cohen 1986).
"Inclusive, good quality education is the basis for dynamic and equitable societies" (Tutu, n.d). The term inclusion became popular in the early nineteen hundreds when, the UNESCO’s Salamanca Conference in 1994 was held, which could be referred to as a defining point for inclusive education (Forlin & Chambers, 2011). At this conference, a number of countries, as well as Jamaica, agreed to the statement that supported education of a diverse student population where all are included in the regular classroom to the greatest extent possible (UNESCO, 1994). Inclusive education was referred to in the statement as education that meets the needs of all children, particularly those with special needs (UNESCO, 1994). The conference aimed at recommitment from countries to the concept of education for all.
All these scenarios only point out that elementary music education significantly facilitate the achievement and the development of elementary school children. Moreover, in the field of music education, classroom teachers must bring out the natural musicianship of all children. Music instruction, as Hackett (2007) said, must be available to all children, and that “Music for Every Child-Every Child for Music” must be the motto at the elementary level. Hence, they are to enhance their skills as musicians. Becoming a musician, nevertheless, requires time and effort.
Furthermore, the parents need to be welcomed into the learning community as well, to ensure a smoother transition into the new school. The building of these relationships is in correspondence with my overall teaching philosophy. I have learned that “openness, a respect for diversity and a tolerance for ambiguity, starts with self reflection (DICITC, 2017, 19). This requires me to continually evaluate my own biases and educate myself on how to best help my ELL students. The first step in my
As Allan (2003) confirms, the implication was for every child to have an equal access to mainstream education and the responsibility for the schools to provide necessary support. In order to achieve inclusion and provide an enriching environment for all, schools faced staff shortages. In order to comply with teaching standards and to maintain the high expectation for all Local Authorities were faced with a dilemma (Stainback, 1992). In order to close the gap and provide the support needed, it becomes a common practice to recruit TA's who took on the role of supporting children with SEN (Farrell, 2000). In order to understand and evaluate the role of TA's and the effectiveness of their support in terms of engagement, progression and attainment I have chosen to evaluate the study completed by Webster and Blatchford (2014).
Furthermore, the Central Board of Secondary Education (CBSE) school circular of 29th October, 2008 by Dr. Sadhana Parashar, addressed to all Heads of schools of affiliated to CBSE, urges them to be truly inclusive and also spells out the method of action in terms of the Guidelines of Inclusive Education of Children with Disabilities (IECD) that the schools have to follow and also the Concessions that are to be provided to individuals with disability, such as financial, regulatory relaxation, and change in tested subjects, amongst others. Other boards such as International Baccalaureate (IB) and Indian School Certificate Examinations (ISCE), also have similar provisions (“Special Educational Needs within the IB Programmes”, 2010; CISCE Notice-2017). Needless to say, there is a certain environment of unilateral movement towards inclusiveness with pressure from all sides on schools to be inclusive with or without their choice. Structure of Inclusion: A lot of schools in today’s date are becoming Inclusive in their policy for many reasons that range from aforementioned Board demands to the popularity of Inclusion in the media and, naturally, no school wants to be looked at in a bad light. But like any idea that one desires to put in action, there is a need for an auxiliary structure that would allow that idea to be manifested into reality, to be established beforehand.
ESSAY ON IMPORTANCE OF EDUCATION We all want to see our kids going towards success which is only possible through the good and proper education. Every parent tells their kids from childhood about the importance of education in the life and all the advantages of education to make their mind towards better study in the future. Make your kids and children habitual of writing essays, participate in debates and discussion and many more skill enhancing activities in the schools or at home using such simple essays. We are here to help you all parents in making your kid’s better future by providing simple essay on importance of education. Following importance of education essay are easily worded and given under various words limit especially for students.
Situation Analysis Teachers in the elementary years are anticipated of doing a nobler task of setting the foundation for the young learners. They are the teachers who teach the necessary learning skills in order for them to survive in the higher grades. In this regard, elementary teachers are known to be generalists, meaning, they teach all subjects in their respective grade assignments including music and they build the road they are going to tread in the future. In the educative process, the foundation of education for every learner, which is the elementary level, is the most crucial stage of the students’ educational endeavors, it is because in this the stage the potentials of a person is being developed and enhanced. It could not be denied that teachers play a vital role in the educational setting and constitute the most important resources of the educational system.