Teaching Practice and Government Policies - Report Example

Running Head: INCLUSIVE EDUCATION Inclusive Education Name Tutor Course Date Inclusive Education Inclusive education entails integrating children with disabilities into a standard classroom setting. This system allows students with disabilities to be in the same classroom setting as their peers. Inclusive education can also be defined as a practice or belief where all children learn in their local school environment with children of their own age. An inclusive class would encompass all children irrespective of their disabilities. All the learners including gifted learners, disabled students and children from different racial and cultural background come together to study in the same class. Incorporating children with disability in the normal class system should be seen as a way of catering for diversity rather than specific disabilities. Disability is among the sources of individual learning needs in the contemporary learning environment. Teachers therefore need skills to enable them respond actively to diversity. This is because teacher’s skills tend to generate maximum effect in the educational system. Inclusive education is all about including all children together in an effective learning institution. It is therefore necessary for schools to give the necessary respect and provide equal commitment to all students. Education in the current social set up is called upon to take care of minority ethnic learners, black or Asian children, children of migrant workers, show-people and travelers children including disabled learners (Anthony, Loretta & Sue, 2007). In education, inclusion involves valuing of all learners and staff in the same way. It involves increasing student’s participation school and reducing their exclusion from curricula, local cultures and communities. Inclusive school would enroll children irrespective of their abilities and disabilities. In the event, it will be able to support all the learners tailoring learning to an individual’s requirement and as Edwin (Kaye, 2004) states that the real meaning of inclusion is based on the principle that all children with disabilities have the right to be included in the normal education system which occurs naturally. Argument for inclusive education rests on the belief of equality and human rights. It abscond the idea that inclusive education is more of a policy requirement. Inclusion in this case is based on moral positions that respects and value humanity. The inclusive system welcomes diversity as a rich learning resource where learners would benefit from the support they get from fellow students. Inclusive system is important in the ever rapidly changing educational landscape. This is because schools are constantly pressured to provide for learners with different abilities including those from different families and ethnic backgrounds. It is therefore necessary for schools to give the necessary respect and provide equal commitment to all students (Phil & Kelly, 2008). Education in the current social set up is called upon to take care of minority ethnic learners, black or Asian children, children of migrant workers, show-people and travelers children including disabled learners. In education, inclusion involves valuing of all learners and staff in the same way. It involves increasing student’s participation school and reducing their exclusion from curricula, local cultures and communities. It entails reduced barriers to learning and encourages participation of all learners including those with impairments or those categorized as having special educational needs (Lorella, 2007). Inclusion fosters mutual sustainable relationships between communities, people and schools. It recognizes that inclusive education is an aspect of societal inclusion. Inclusive education restructures all policies, cultures and school practices in order to conform to student’s diversity in this way it acknowledges the rights of learners to the local education system. Inclusive education improves the school for the staff as well as for students by emphasizing school’s role in building the community, increasing achievement and developing its values. Inclusive learning attempts to overcome barriers to access participation of minority, disabled and weak students. In this way, it makes changes that will benefit students widely. Inclusive learning views the differences in students not as a problem that hinders learning but as a resource that supports learning. Inclusive school children are very important to teachers this is because they bring unique experiences, strengths and understanding in the field of education. Society is richer when all children irrespective of color or disability are valued. Inclusive education should not only be based on putting all learners in one classroom or that all students should learn the same thing at the same time, or it is simply the responsibility of classroom teacher, inclusive education should attend to the needs, individual learning requirements and nature the strengths of the learners. Inclusion is the only topic in education that has outspoken advocates of both inclusion and exclusion. Schools accommodating inclusive approach to education need more that reconfiguration of special educational services (Kaye, 2004). Quite a number of things will change including traditional rules, staff roles, special education, relationships and regular education faculty. Unequal Outcomes Groups of students experience unequal outcomes when participating in education and training because their needs cannot be mate adequately with the levels of resources provided. They experience unequal outcomes because some of their complex needs fall outside eligibility criteria and as a result they receive no additional resources. In addition, some traditional funding arrangements such as allocation of rooms, support teacher assistant hour basis but locks in practices and discourages student’s flexibility and creativity in resources’ use. Students experience unequal outcomes because in most nations, teachers’ participation in professional development receives drawbacks from lack of funds for teacher support, participation, travel and relief. During my research, I found out that, students with disabilities experienced unequal outcomes in education and training. This is because teachers believe that some types of disabilities are related to difficulty in teaching. They say that it is often difficult to teach students with emotional or /behavioral problems, general learning difficulties, language and literacy issues and intellectual disability. It is often eminent that teachers would easily include students who do not require extra instructional or management skills. Consequently, behaviors that are hard for teachers’ to manage, regardless of whether the student has disability or not, affect normal classroom environment. Student would experience unequal outcomes because the major concern about inclusion classes lies on the fact that students with behavior disabilities may disrupt the learning of other students. Issues that caused most stress to teachers were behavior problems of included students (Lorella, 2007). Thus, the difficult behavior of students with special needs plays a major role in stressing up teachers. This explains supervisors’ misplaced focus on teachers blaming them and questioning their ability to deal with behavior problems as an indicator of competence. Emotional and behavior disorders among students with special needs are a major cause of great anger, tension, hostility, anxiety and feelings of depression and dejection within the learning environment. Accordingly, behavior difficulties significantly lead to poor academic outcomes. This can be seen from the study conducted by Curry, Murik, Spinks, Shaddock and Zilber (Anthony, Loretta & Sue, 2007) observed the extent of behaviors that disrupt teachers. In Australian Capital Territory, the three found out that aggression was the major disruptive behavior that teachers find hard to cope up with. This makes it even harder for teachers to incorporate students with special needs in mainstream learning environment and opt for special settings. Teachers observed and reported a range of serious and dangerous condition that they had to cope up with on a daily basis in an inclusive environment. The principle in America No Child Left Behind that was passed in 2001 sounded basic enough to assure children of all backgrounds that they will get quality education from good teachers. This policy still receives setbacks since there is no explanation on how to attain the goal. The policy is frustrated by bureaucracy and entrenched barriers on opportunity. Inclusive educational reforms discussions are centered on school choice and initiatives to move public investment schools toward a less-regulated charter institutions and private services. This process has made reformers from, both Republicans and Democrats oriented in market approaches, to advocate for new but experimental charter schools (Kaye, 2004). They also want teachers to be rigid, test-centered and accountable in the learning process. Despite the law having good intentions for disabled and special students, it has attracted political momentum and has alienated teacher unions who are also in support of the bill. Other advocates favor more cooperative strategies that focus on comprehensive teacher training and academic standards. Consequently, progressive education activists blame social factors for driving racial and opening economic gaps of achievement. In most political arena, education tends to be a major issue but it is often mired in political gridlock. Wright and Sigafoos (1998) also examined the extent in which students’ education can be thwarted by disruptive behaviors of special students. The study was carried in Queensland and showed that despite teachers’ efforts to provide high quality and inclusive learning environment, their efforts are thwarted by disruptive behavior of special need students. Disruptive behavior causes teachers serious occupational stress. As depicted by Englebrecht and Oswald (2003) that issues that caused most stress to teachers were behavior problems of included students. Thus, the difficult behavior of students with special needs plays a major role in stressing up teachers. This explains supervisors’ misplaced focus on teachers blaming them and questioning their ability to deal with behavior problems as an indicator of competence. Emotional and behavior disorders among students with special needs are a major cause of great anger, tension, hostility, anxiety and feelings of depression and dejection within the learning environment. Impact of Government Policies on Teaching Practice The idea that students with disabilities ought to be educated in the mainstream schools has been boosted by different legislation. This is eminent in western countries where nation’s cultures and values are disposed off in order to recognize diversity. At the same time, the inclusion of students with disabilities in normal class system raises issues about the interplay of different legislation such as Disability Discrimination Act and Occupational Health and Safety legislation on challenging behavior. Challenging behaviors continues to be a major concern for teachers. In other countries like the UK, there are different laws that support inclusive education. Legislation in the country forbids discrimination in education system and provides education for all. In other instances despite the law having good intentions for disabled and special students, it attracts political momentum and alienates teacher unions who are also in support of the bill. Advocates of inclusive education favor more cooperative strategies that focus on comprehensive teacher training and academic standards. The country also has obligations under international human rights law to offer inclusive education for all children. UK provides education without discrimination since it is unlawful for education provider (private or independent) to discriminate learners on grounds of disability, sex, race, sexual orientation, pregnancy and maternity, gender reassignment and religion (Phil & Kelly, 2008). The policy encourages belief in admissions, supports access to benefits and services, prohibits exclusions and protects discrimination in the employment of staff. The policy allows for exceptions like age and offers faith schools, single sex schools. In other instances, there are schools with the statement special schools because they may have temporarily or permanently excluded students for disciplinary reasons. Legal prohibitions of discrimination were eminent in a number of laws enacted over many years. But on 1 October 2010, Equality Act came into act and with it there existed consolidated and strengthened equality laws. Teaching Practice and Government Policies As a teaching practice teacher, equity policy provided will enable me to capitalize on student’s strengths and interests. During curriculum access facilitation I will adopt a range of strategies such as within-class, whole-school, paired-class and individual student strategies in order to foster exchange of ideas. As teaching practice teachers, we will be force to make moderate teaching adaptations (Lorella, 2007). We will modify learning for students with disabilities in the classes. We will make whole class accommodation efficient for student. The accommodation made would neither involve major changes in class organization nor substantial individualization. I have found out through the research that with special education qualifications, there tends to be a small to moderate increase in the extent of teacher adaptation. Thus it is easy for educated teacher to adopt easily and teach students with special needs. Teaching practice teachers would be forced to develop classroom-based, strategy-oriented and practical aspect of education. These teachers would seek the support of experts and/or other teachers to directly support their current needs and lastly, they will learn from others’ experiences through networking, visiting and observing other teachers in a learning environment. Inclusive education should not only be based on putting all learners in one classroom or that all students should learn the same thing at the same time, or it is simply the responsibility of classroom teacher, inclusive education should attend to the needs, individual learning requirements and nature the strengths of the learners. Inclusion is the only topic in education that has outspoken advocates of both inclusion and exclusion (Anthony, Loretta & Sue, 2007). Schools accommodating inclusive approach to education need more that reconfiguration of special educational services. Conclusion Inclusive education entails integrating children with disabilities into a standard classroom setting. This system allows students with disabilities to be in the same classroom setting as their peers. Inclusive education can also be defined as a practice or belief where all children learn in their local school environment with children of their own age. An inclusive class would encompass all children irrespective of their disabilities. Incorporating children with disability in the normal class system should be seen as a way of catering for diversity rather than specific disabilities. Disability is among the sources of individual learning needs in the contemporary learning environment. Teachers therefore need skills to enable them respond actively to diversity. This is because teacher’s skills tend to generate maximum effect in the educational system. Inclusive school should enroll children irrespective of their abilities and disabilities. In the event, it should be able to support all the learners tailoring learning to an individual’s requirement since the real meaning of inclusion is based on the principle that all children with disabilities have the right to be included in the normal education system which occurs naturally. It has been discussed that groups of students experience unequal outcomes when participating in education and training because their needs cannot be mate adequately with the levels of resources provided. They experience unequal outcomes because some of their complex needs fall outside eligibility criteria and as a result they receive no additional resources. In addition, some traditional funding arrangements such as allocation of rooms, support teacher assistant hour basis but locks in practices and discourages student’s flexibility and creativity in resources’ use. Students experience unequal outcomes because in most nations, teachers’ participation in professional development receives drawbacks from lack of funds for teacher support, participation, travel and relief. Countries are under obligations under international human rights law to offer inclusive education for all children. Finally, it is necessary for schools to give the necessary respect and provide equal commitment to all students. Education in the current social set up is called upon to take care of minority ethnic learners, black or Asian children, children of migrant workers, show-people and travelers children including disabled learners. In education, inclusion involves valuing of all learners and staff in the same way. It involves increasing student’s participation school and reducing their exclusion from curricula, local cultures and communities. Reference Anthony, S., Loretta, G. & Sue, S. (2007), Students with Disabilities in the Mainstream’, Students with Disabilities in Mainstream Classrooms. A Resource for Teachers, Department of Education Science and Training Canberra, retrieved on 4th April, 2011, from Kaye, B. (2004). Equity in Vocational Education and Training: Research Readings, Adelaide: National Centre for Vocational Education Research, retrieved on 4th April 201, from Lorella, T. (2007). A Capability Perspective on Impairment, Disability, and Special Needs, in Curren. R. (ed.), Philosophy of Education: An Anthology. Oxford: Blackwell Publishing. Phil, F. & Kelly, A. M. (2008). Social Justice Principles, the Law and Research, as Bases for Inclusion. Australasian Journal of Special Education, 32, (1) Read More