Name Institution Course Instructor Date Inclusive Education in the UK: from de jure towards de factor The United Kingdom has concentrated on establishing an inclusive education system. An inclusive education system is the best approach to addressing social exclusion in society…
Such a system will require that all children learn in the same mainstream institution. In mainstreaming, the system should address the needs of each learner effectively. Mainstreaming is an economical program, since establishing different schools to address different needs is costly. Such a system will enable society appreciate diversity and variety. Inclusion shifts the focus of education from the teacher to the learner (Peters, 2004:8). A learner-centered system presents the learner with an opportunity to build on individual strengths. In addition, the learner will gain the capacity to attain new skills to combat natural weaknesses. However, there are political and social factors that shape the inclusion system. The policy frameworks in place greatly affect the effectiveness of the inclusive education system. Inclusion is a comprehensive system and governments should realize the importance of establishing practicable policies. The policies should define the role of each player in the system. For inclusion to deliver, all players in the education system should play their role without fail. The policies must elaborate on the role of the learner, the teacher, the school leadership system, and inspectors of quality in education. Policy makers should recognize the causes of inequality in the education system and seek to address them efficiently. Without elaborate policies, inclusion will remain a dream. In inclusive education, the teacher plays a greater role. Policy makers should realize the importance of establishing an elaborate curriculum for teacher training (Lloyd, 2000: 134). All the players in the education system deserve a comprehensive interpretation of the policies governing inclusion. Establishing the policies is not enough. Interpretation of the policies to those it affects is very important (O’Hanlon, 2003:15-20). Teachers should have an understanding of the policies and objectives of the inclusion system. Teachers have beliefs and practices that fail to conform to the objectives of inclusion. Therefore, this calls for a training that will open them up to new methodologies and attitudes essential in shaping inclusion positively. Teachers need to learn new strategies of learner-centered teaching. They need to realize how to deliver more personalized lectures and ensure that all children benefit. Teachers should realize the importance of dropping the labeling system that addresses some as having disabilities and learning difficulties. An inclusive education system seeks to ensure that children of differing abilities learn in the same institution. For this to become a reality, the teacher should be more competent in recognizing strengths of each learner and building on such. The beliefs and attitudes of teachers are a major set back in ensuring an inclusive education system. In cases where the teacher labels some learners as disadvantaged in learning in comparison to other students, then inclusion remains but a dream. On the contrary, a teacher should be empathetic and concentrate on helping a disadvantaged child rise above the challenge. Therefore, the teacher should address each student individually. In addition, the teacher should be able to handle a class of students with different learning ability and from different cultures. He or she should be able to address cases of prejudice and promote academic excellence in each student according to their abilities (Armstrong, Armstrong, and Spandagou, 2010:35). The teacher should learn a more ...
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