When all students are given equal opportunities, it enhances their learning process, which is extremely beneficial for students at risk. Each student has his own strengths and weaknesses, and he should be included in the process by providing him the kind of opportunities that match his capabilities. Every student’s learning style is different, and thus, it is important for teachers to focus on every student’s learning style. This way, students will not feel excluded, and will be motivated to learn better. An inclusive classroom is where all students interact with the teacher and with each other, and show progress based on collaborative efforts.
Hence, an inclusive perspective is necessary if the aim is to achieve success through a well-coordinated effort. Inclusive perspective is based on a collaborative idea, and involves all individuals who must be involved to achieve the milestone in an efficient way. Heterogeneous and cooperative group arrangements while doing a certain task is an example of inclusive perspective.
Ferguson (2008) discussed international trends in inclusive education, and called it the continuing challenge to teach each and every student with equal preference. He states that inclusive education took its start when it was deemed necessary in the USA and Europe to give equal learning opportunities to disabled students back in 1980s. Although teachers and educators have realized the importance of inclusion, yet they deem it hard to include disable students and minority students in equal learning opportunities because of technological advancements and digital divide. Hence, according to Ferguson, the biggest challenge of the time is to have learning opportunities available to every one and all the time, no matter where the learner resides and what kind of physical fitness he possesses.
Thomazet (2009) discusses, in his research, the important of inclusive education. According to him, inclusive ...
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“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”
Different countries around the globe offer different educational opportunities to the impaired individuals in relation to the opportunities presented to non-disabled persons (Peters 2003, 1). In view of all this, the definitive purpose of education for persons in the group context may not be fully achieved.
This report discusses some of the challenges to implementing inclusive education in China where several attempts have been made since the 1980s and 1990s. Education is the right of every child and educational opportunities should be based on equity rather than privilege. Instituting inclusive education requires a perceptual shift in addition to supportive policies, resources, curriculum and human resource development.
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).
According to the paper inclusive education, or inclusive teaching, means: “teaching in ways that do not exclude students, accidentally or intentionally, from opportunities to learn”. Inclusion is based upon beliefs, not on strategies. When all students are given equal opportunities, it enhances their learning process, which is extremely beneficial for students at risk.
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.
There is a need to unravel the true definition or the most acceptable of inclusive education. Additionally one needs to assess whether or not inclusive education has brought positive changes. The negative consequences need to be analysed too. A thorough discussion on inclusive education must not neglect the need for parental involvement and roles played by teachers to facilitate the transition.
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.
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.
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