This paper will focus on the topic of inclusive education with an aim of creating an understanding on the subject and to build on the existing body of knowledge on the same. The discussion will further delve into the topic by trying to establish the reasons why some groups of students experience unequal outcomes when participating in education and training. In addition to that, the discussion will also highlight how an understanding of inclusive education can shape teaching practices for excluded groups of students. Inclusive education is the educational approach or philosophy that entails provision of education and training to all students, irrespective of the socially constructed biases or perceived differences, to facilitate equal achievement of educational outcomes (Nvpie, n.d). Inclusive education aims at catering for all the needs and interests of the different types of learners found in the classrooms. In this regard, inclusive education takes care of individual learner differences of the learners in order to encourage participation in education and to enhance educational outcomes for all the groups involved. Learners need to feel that their unique needs and learning styles are attended to and valued by all the stakeholders involved in the planning and provision of education and training. ...
Studies have indeed shown that many students register higher educational outcomes when exposed to the richness and diversity of the general education curriculum following appropriate strategies and inclusion. In this respect, inclusion leads to enhanced learning within the classroom for all the groups of students including those with special needs and those without special needs. There are several approaches to understanding inclusion and exclusion and these have been expressed in a number of related terms such as mainstreaming, integration and full inclusion, among others. Mainstreaming refers to the actual physical placement of learners with disabilities with their peers without disability (SEDL, n.d); the assumption is that their disabilities can be accommodated within the regular classroom with minimal modifications. However, the special educator bears the primary responsibility for education of the disabled students in the regular mainstream classes; the disabled student must earn his or her opportunity to be mainstreamed through performance by keeping up with the pace of the entire regular class. In this regard, only students with mild disabilities can be allowed to interact with the non-disabled ones in the regular education classroom and to participate in the normal core curriculum content areas; the rest of the disabled students’ interactions with the non-disabled students are limited to recess times and meal times. Integration on the other hand is a legal term that has its foundations in the civil rights or racial desegregation legislation of the 1960s (SEDL, n.d); it refers to the actual assimilation of different
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Inclusive Education and its Implications for the Teaching Practice 23 March 2013 Education is a crucial aspect of human growth and development because, as a tool for the socialization process, it aims to transform individual mindsets and perspectives…
“It is society which disables physically impaired people. Disability is something imposed on top of our impairments; by the way we are unnecessarily isolated and excluded from full participation in society”
The study delves on the means of developing an inclusive special education curriculum in a school in United Kingdom. The focus of the study is the implementation of policies, as supported by effective practices from other countries.
Inclusion has a broad definition with the varying definition applying to the players in the education system. The sole objective of inclusion is to grant each learner an equal opportunity to a transformative education. This will grant all children eligibility in the job market.
According to Ainscow (2005) “Inclusion is about the presence, participation and achievement of all students” (Ainscow, 2005 pp. 16) relation. This particular form of education is offered to individuals with disabilities and also to children necessitating require ‘Special Educational Needs’ (SEN).
There are very many significant areas in Inclusive Education that can be and need to be made the areas of researches and specific analysis. In this paper, one such crucial area of multifaceted study is identified in the area which investigates the relationship between social and educational inclusion, or, to be specific, the inclusion of the disabled and disadvantaged people in the educational process which will also focus on the inclusion of the boys from ethnic communities.
Teachers do need to take the necessary measures to understand such students better and provide them required support so that they don't shy away from bringing their problems to the teacher rather they should find a friend, an ally in the teacher.
Inclusive education means that all students in a school, regardless of their strengths or weaknesses in any area, become part of the school community.
As per the book title is given (Teaching students with special needs in inclusive setting) it is clear that the authors of this book have made their point clear about teaching students irrespective of whether a student is physically handicap.
Inclusive schooling intends to ensure that there is equal access to the various educational programs by all the students and also regular classroom setting. It is through inclusive schooling that students are in a position to get educational programs which are offered in their regular classroom setting hence increasing their potentials to succeed in education.
According to the paper the essence of inclusive education can be characterised as a flexible and responsive school system, which takes as its starting point recognition of the diversity of pupils’ needs. This perspective highlights two significant and complementary implications for the development of practice: first, that any attempt to implement inclusive education must embrace the needs of all pupils; but second, that for some of them, there is a risk of exclusion or marginalisation to be redressed.
In this paper, it is investigated the relationship between social and educational inclusion, or the inclusion of the disabled and disadvantaged people in the educational process which will also focus on the inclusion of the boys from ethnic communities. The inclusion of the disabled children in education process is prime concern of every community.
5 pages (1250 words)Essay
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