Inclusive education can teach the normal students to become more sensitive and empathetic towards those who are different from them. They also will learn tolerance and develop some social skills such as leadership, interpersonal as well as communication skills. According to Salend (2011), inclusion assists the students with no disabilities to realize individual differences and needs, as well as start to understand and accept disability in real life. Thus, children of all ages, regardless of their differences should learn and being raised in an environment that represents the real environment that they will ultimately work in (Etscheld, 2004). Other than that, inclusive classroom will familiarize the students with no disabilities with their peers who have disabilities which in turn will help them to eliminate the fear and uneasiness that they often experience whenever they stay close to their disabled peers.
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).
This issue was definitely rebutted by researchers who states that inclusive education is a movement that support the idea that all students should be educated in the general education classroom regardless of their disabilities (UNESCO, 2005). The civil rights law fosters the idea that discrimination against
It is a symbol of respect for all of humanity. It can be argued that inclusive education is about social justice and equity and takes into account learner’s abilities, potential and diverse needs. The learner does not have to adapt to the social system. The school or the education system has to change in order to meet the learning needs of all children in a given community (Kisanji 1999; Armstrong 2005). In other words, inclusion involves restructuring the cultures, policies and practices in schools so that they respond to the diversity of students in their locality (Booth and Ainscow 2002).
When students worked in isolation, they were unlikely to see each other as helpful. If they were in competition with one another, they were unlikely to see classmates as caring about each other’s work (Schaps et al., 1997). The good news about creating cohesiveness through classroom communities was that many things could be done with a modest investment of time and energy (Schaps et al., 1997). Martin (1992), recalling the success that Montessori had with the street urchins of Rome in the school she began, suggested that educators could serve the great needs of students by creating what she called a “school home” where the students would learn not only the three Rs, but also the three Cs: care, concern, and connection. The concept of the school home was essentially the same as that of the classroom community.
Why is inclusion important:A whole school is an clean preparing ground for good living since day by day social, physical and learned relationship between teenagers who are usually creating and their excellent needs peers means stand-ins create. Empower
Inclusion means to include all people in all aspects of life, to not exclude them because of their race, age, illness or a disability. To ensure there are no barriers that would exclude people or make it difficult for them to fully enjoy and participate in everyday life. Inclusive practice promotes equality and supports diversity by ensuring that every person can participate in society. Inclusive practice enables any person despite of their ability; to live their lifeâ€™s the way they want without barriers. Inclusive Practiceâ€™s ensure that any person wishing to participate in any task, activity or normal day to day life can.
Partnership between parents and schools plays a crucial role in a childs development. A positive parent-teacher relationship helps your child feel good about school and be successful in school. It demonstrates to your child that they can trust their teacher, because you do. The partnership between parents/carers and the school needs to be a two way relationship, the parents need information about what and how their child is learning, and the teacher needs important feedback from the parent about the childâ€™s academic and social development. This positive partnership makes a child feel like the important people in his life are working together for the benefit of him/her.
In the last few decades, there has been a significant shift from special education to inclusive education around the globe (Mittler, 2000). Inclusive education can be described as a process of addressing and responding to the diversity of needs of all learners through
Children with special educational needs will have the opportunity to receive the same standard of normal schooling. Experts and scholars advocated integrated education because students with special educational needs should be educated with ordinary students in the general class (Gartner & Lipsky, 1987; Giangreco & Putnam, 1991) The ideas of teaching everyone without discrimination avoid the label effect of between disabilities and the normal people. Also, it provides the concept of the zero refused. The integrated education includes the educational philosophy of zero refused, integration of the class arrangement, barrier-free learning environment, cross-team education services and individualized education program (Ms. Fu, n.d). The government though that integrated education can improve overall educational effectiveness and cost effectiveness.