Inclusive Education: Caring and Effective Education - Book Report/Review Example

? Caring and Effective Education Chapter one Inclusive education is a philosophy that ensures equal academic and social achievement to an entire populace of students. The students have maximum benefit from the curriculum regardless of their background. Inclusion has a rich history through antiquity and development of education. On the onset of free basic education, there were no special programs in institutions. The entire populace of the students would get an equal attention and access to educational facilities (Thousand, 2000). Students would graduate from high school without any consideration of their short-comings. The beginning of 1950 marked the inception of special programs towards the disadvantaged students. However, this brought a trend of segregation against the disabled students. Isolating the disabled children brought deprivation to their academic performance. Therefore, since 1970 the disabled students were allowed access to the public schools. Through the Civil Rights Movement principles, every student was given equal attention according to their style of study. Evidently, inclusive education has a dynamic history. It is highly recommendable as it ensures uniform access to education amongst students. The system also maximizes every student’s capacity in education. Chapter two Human rights and dignity are key concepts that are paramount to ideal development of education. In a school context, there are diverse inequalities that exist amongst the students. Disability is a major factor that initiates a sense of inequality amongst students in schools within USA. The disabled might suffer the scorn of the regular students. Consequently, this deprives their academic performance due to the inequality and segregation. Inclusion is paramount towards sustaining dignity and human rights amongst the students in schools (Thousand, 2000). The inclusion structure also requires holistic participation of the diverse parties that interact within the schools. In this case, the development of profound strategies contributes to the participation aspect within the schools. The strategies entail ideal mechanisms that enhance equality in opportunity amongst each student. Ideally, this is a vivid implication that there ought to be change in attitude and assumptions towards the disabled. This will consequently give equal attention and platform to both disabled and regular students. Both students would access the same quality of education. The attitude change ought to be effective in policy or program makers, as well as the general society. Chapter 3 Self-worth is a key requirement towards a successful life in every child. This virtue majorly propagates students to achieve even their academic endeavors. Every child and adolescent ought to undergo a socialization process that involves inculcation of self-esteem throughout their development. This is a desirable culture that ought to be embraced in the process or reclaiming the youth (Thousand, 2000). A deprived self-worth has extremely negative consequences. These undesirable outcomes may surface psychological, social, as well as learning glitches. Acceptance and affection elevates the significance of a child towards the society. Despite of disabilities, every child requires acceptance and affection of their immediate society for the self-worth to develop. The school’s society should also inculcate competence within the child. This culture has a positive effect on self-worth as it indoctrinates the child with utmost mastery of concepts. The school environment should as well induce power within the child. Consequently, the child would possess authority and control over behavior. This is a key requirement that enhances the student’s self-worth. Ultimately, the school environment ought to induce virtues within the child. This develops them into moral individuals whom realize the worth in life. Therefore, the school ought to focus on its relationship with the students. This relationship ought to inculcate self-worth that is necessary for success. Definitely, every student ought to experience this relationship despite of their disabilities. Consequently, the students grow into independent and generous individuals. Chapter 4 Inclusive education is a system in schools that ensures equal chance even to the disabled. It is not a simple deed, but a commitment towards every student within the schools. The schools commit to express a sense of belonging to every student and adult within the confines. Therefore, the commitment is a key requirement towards the existence of inclusive education amongst schools. The commitment must always be intentional to express a sense of belonging towards every student and adult (Thousand, 2000). Absence of this commitment is extremely detrimental to the students. The disabled students always lack the sense of belonging when they encounter segregation. Consequently, such students will always toil to achieve the sense of belonging from the school environment. The need for affiliation is a basic human need. This illustrates why individuals would strive to earn it. Inclusive education meets this need accordingly. Its principles require individuals to relate with a diversity of individuals. Chapter 6 Social justice is an attainable objective through ideal education. Education practitioners in institutions have a vital role in inducing ideal character amongst students. They have a basic role in the transition of development amongst the different students within the institutions. In this case, the educational practitioners ought to view students as capable beings. They should perceive the complexity in the students’ personalities and their capabilities to achieve (Thousand, 2000). Through this perspective, the students with disabilities will be able to cope effectively with their shortfalls. Inception of additional professionals is a basic recommendation for the achievement of this strategy. For instance, schools will require psychologists, sociologists, among others to affirm the competence of the disabled. After realization of their competence, the students develop into fulfilled adults. This would be a definite propagation of social justice in society. Chapter 7 Reading awareness is a key challenge amongst the diverse schools. Therefore, students need to adapt to new strategies of reading and comprehension in schools. Teachers ought to implement new strategies of comprehension so as to enhance the reading capacity of the students. Both the regular and the disabled students require a new reading and comprehension implementation. Eloquence, comprehension, vocabulary, as well as phonics would be key instructions in the new reading implementation (Thousand, 2000). Disabled students would also require a revised set of instructions. These involve making instructions perceptible and overt. It would also involve interactive sessions through assistance of professionals. Ultimately, the reading blocks ought to take an ascending order. Frequent interaction amongst the teachers and students would also enhance comprehension capabilities. Evidently, the adaptation of the new setup would enhance the students’ capacity in comprehension. Chapter 8 A learning community comes to fulfillment after observation of diverse factors. Teachers ought to discover the student differences. The diversities involve background, abilities and interests. In this case, instructors ought to ensure learning in each student regardless of their nature. Instructors also ought to interact freely with their students for an adjusted affiliation. This maximizes the pace of learning in a classroom context (Thousand, 2000). Instructors also should identify the students’ individual names. This communicates immense respect that contributes to the realization of the student’s capability. These are key strategies of enhancing a learning community. Chapter 9 Standards are key requirements towards academic success. This involves principled observation of ideal objectives through the student’s life. In this case, after the realization of the students’ capacities and competencies, there ought to be visions to propel academic work. Visions are attainable through assistance of the teachers and professionals in schools. The educational practitioners ought to set assessments that will display the students’ competence and capacity in academics (Thousand, 2000). Assessments are basic in the educational realm. The educational programs also ought to inculcate individuality amongst the students. This promotes an independent culture that stands for self-reliance through the student’s life. Chapter 10 Collaboration is a key ingredient in the enhancement and thriving of inclusive education. This involves planning teams to work in unison for a particular objective. For instance, the teachers share a schedule through which they teach together. Teachers gather paramount details about the students in a classroom (Thousand, 2000). They additionally collaborate with parents to enhance the performance of the individual students. In a school context, an educator does not possess all capabilities and skills. Therefore, teamwork is a key remedy towards maximum service delivery to the students. Evidently, collaboration is basic for the survival of inclusive education. Chapter 11 In a school context, educational practitioners work in unison to serve the students. They offer solutions to problems, hence maximizing on the learning experience of each student. Each individual has an acceptance cluster within the school. These acceptance clusters provide for educational needs to each individual. This principle applies to both teachers and students. Teachers are subject to diverse challenges such as the diverse array and uniform delivery of quality in a populated classroom (Thousand, 2000). In these challenges, students and teachers establish a mutual learning relationship. Consequently, they solve the problems collectively. Additionally, the instructions ought to purely focus on making the students achieve. Teachers also engage in active and creative instructions to facilitate the classroom. Chapter 13 Disabled students require special attention in a school context. Therefore services from external professionals are paramount to the disabled students. For instance, a school needs psychologists, and other forms of therapists. These professionals support the educational progress of the disabled students. In an inclusive environment, they assist the disabled students to access some skills and educational endeavors. However, it is important to consider the over-lapping roles of the existent team within the school (Thousand, 2000). Some professional might not have the special capacity to deal with disabled people. Therefore, communication is paramount within the working teams in the school. This is a remedy to overlaps and gaps in roles performance. References Thousand, J. S., & Villa, R. A. (2000). Restructuring for caring and effective education: Piecing the puzzle together. Baltimore, Md: Brookes. Read More