Thesis Statement On Inclusion In Education

What is inclusion? Inclusion is a process of ‘narrowing the gap between learners with and without special educational needs’1. ‘Lessons should be planned to ensure that there are no barriers to every child achieving’2. Inclusion is ensuring that all pupils have equal opportunities, are welcomed and valued in our school community. Our ethos at Friendlydale Academy is to value every child as an individual and acknowledge that every child’s needs are special.

While reading Ro Vargo one will be able to learn about the positive and negatives of the world around them of what inclusion is for the children that have a disability. In Ro’s story one will see how resilience and risk are discussed as Ro grows. Next, is humanistic model is discussed, researched, and the impact that the value of inclusion has on a student’s life, as well as all students deserving the best education possible. There has been five article researched on the topic of inclusion and they are presented in this paper. One will see what it really is like to be a student with a disability and is in inclusion in the classroom. Also what it is like to be the regular education teacher and the special education team working with the

Special education is a discipline marked by a lot of controversy and which elicits a heated debate among education administrators, parents, and teachers. Full inclusion, which is the belief that disabled students should be incorporated into regular classrooms, regardless of whether they meet conventional curricular standards or not, is the major point of controversy. Full inclusion embraces the idea that disabled students should undertake regular education and only be excluded in a class when important services cannot be offered to them (Nelson, Palonsky, & McCarthy, 2010). This paper seeks to delve into the arguments surrounding full inclusion and establish their validity. It will achieve this by highlighting the arguments for and against

The characteristics of a special education teacher in an inclusion class have been a joint collaborative effort along with the lead teacher. Previously, services were provided outside school grounds or in the general classrooms. Presently, services are provided in the general classrooms (push-in) utilizing a co-teaching approach. Despite the benefits of co-teaching as an instructional model, there is shockingly little literature on the adequacy of this approach (Tremblay, 2013, p. 251). A study was performed where Rea, McLaughlin and Walther-Thomas (2001) compared two models for students with disabilities.

According to UNESCO, inclusive education is a process of addressing and responding to the diverse needs of all children by increasing participation in learning and reducing exclusion within and from education (Nguyet and Ha 2010). Inclusive education is a process of increasing the presence, participation and achievement of all learners (Booth and Ainscow 2002). The process involves mainstreaming children with special educational needs into regular classroom settings, allowing them to learn side by side with their peers without disabilities. Inclusive education implies that children with special educational needs have to attend mainstream schools they would have attended if they did not have a disability. 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).

Thus, they will achieve higher grades. Moreover, they will be greatly engaged in the society as they are building bridges with their peers from several backgrounds. On the long run, teachers, parents, and the society as a whole would develop. Students with learning disabilities should be included in the “normal” classroom because it improves their academic performance, social behavior, and communication language. One reason why students with learning disabilities should be in the normal classroom is that inclusion improves their academic performance.

Inclusion is vital in helping to provide quality education for SEN pupils. “above all, inclusion is about a philosophy of acceptance where all pupils are valued and treated with respect” (Carrington & Elkins, 2002). Inclusion is often thought to be the location of your education but is more often than not about the quality of one’s education. The location has little to do with inclusion but more to do with where you feel you belong, some SEN children feel they cannot truly belong in a large mainstream school (Campbell, 2005). Sociological perspectives of inclusion often emphasis equality, respect, participation in decision making, rights, and collective belonging.

The term inclusion is often seen as simply referring to learners with special needs, where it is interpreted as the ‘complete acceptance of a student with a disability in a regular classroom.’ However the notion can be viewed much more broadly. A common misconception about inclusion is that it is solely about including people with disability in regular sport activities without any modification. (Australian sports commission) However being inclusive is about providing a range of options to cater for people of all ages, abilities and backgrounds, in the most appropriate manner possible.

Integration is awesome a Persuasive Thesis Statement on Integration: Even though White people weren't ready to integrate in the south, because they didn't like blacks, integration was important in the country because it changed history. Without integration we wouldn't have integrated schools today. For example, Ruby Bridges fought for integration in schools. Without integration we wouldn't have integrated schools today. Before they were integrated, African Americans had to go to a different drinking fountain, different parts of buses and trains, and even different bathrooms!

Also, other students would not have opportunity to have a friendships different from those that they already have. Special needs students should be working towards the same academic standards as social goals students of their same age yet with instructional supports and accommodations and modifications as needed (p. 1 IRIS). Excluding them from the general education classrooms could also make it so the students is less likely to perform well on assessments because they have had significantly less exposure to its

The film Including Samuel discusses the difficulties of inclusion. The film follows several families and their experiences with inclusion. Each person presented in the film experienced a different version of inclusion, and with their experience arose diverse challenges. Including Samuel follows people varying in age with a variety of disabilities. The documentary successfully established the difficulties of inclusion within an educational institution.

Gaining more self-determination will help the child play a major part in their learning and this should be heavily support, also helping the child to build relationships with other adults. Inclusion, this is accomplished through children taking part in a different variety of activities in social and sports within the community. Encouraging the children to become part of the community. Participation is a key factor of inclusion, children learning a different number of activities with a different variety of people, i.e. other children, teachers, an employee or trainee, this is encouraged within the idea of inclusion.

Knowing their needs is important to adapt the practices and to respect them as individuals. According to the author (Raymond, 2012), the perception of the students about the services they receive determine the outcome of the education efforts. For that, the teachers ' role is to guarantee that the student does not feel inferior, unequal, wich would be the negative conotation of the special education placement (Raymond, 2012). Instead of focusing on their difficulties, teachers should focus on reducing the gaps with more inclusive

Every child can learn and every child must learn with inclusive pedagogy through accessibility of education. If it is not, I am determine to make it become accessible by any means small or large.

The transition from primary to post-primary education is one of the most drastic of those changes, and schools need to be equipped to accommodate that transition. For special educational needs, many steps need to be taken in order to familiarize both parties with the conditions they live with and how success can be met. In order for students to feel comfortable and make the transition as smooth as possible, there are many things that schools can do to ensure this success. In order for special education pupils to succeed, schools need to create inclusion in the classrooms and with peers, so that SEN pupils can interact with other students and experience real world classroom time. For students with disabilities, schools need to take some necessary steps in order for a beneficial transition to take place.