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Embracing Inclusion

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Recommended: Positive and negative impacts of inclusive Education

Introduction
Embracing inclusion and diversity is one of the most important things that teachers and schools can do in the classrooms. The Disability Discrimination Act (1992), the Salamanca Statement (1994), The United Nations Educational, Scientific and Cultural Organization, UNESCO (2004) alongside The Australian Curriculum , AusVELS (2014), AusVELS Guidelines for Students with Disabilities (2014), are all policies that demonstrate the significance of inclusive education and guidelines that schools are required to follow.
Inclusion & Policies
Inclusion refers to no discrimination among students, embracing every student in every way in the classroom, and catering to every child “irrespective of disability” (Konza, 2008, p39) or level of …show more content…

A challenge with inclusive education is the way some teachers see students who have disabilities. If these students are seen as limited potential then they will not succeed. According to the AusVELS guidelines for Students with Disabilities (2014), a student with disabilities is not underachieving, but they merely have a learning struggle, which may require extra support from teachers and possible adjustments to tasks in order to accomplish what other students without learning difficulties can do on their own. This argument is also mentioned in The Disability Discrimination Act (1992) which describes that inclusion “implies a shift from seeing the child as the problem to seeing the education system as the problem.” This is both a challenge and a potential teaching strategy. If teachers stopped seeing the disability as a limitation, then they would be able to create better …show more content…

The implementation of inclusion in the classroom by the teacher was evident in the policies to be vital to its success or failure in the classroom. This requires school leaders to ensure their staff understand the impact and explain the significance of creating an environment where every student feels included so that the students will feel included, participate more and benefit in the classroom. Research by Cook et al (2000 as cited in Konza, 2008) found that when teachers show more interest, engagement and experience with inclusion they ultimately had a greater concern for students with special

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The inclusive practice enables all of the students (with or without disabilities) to indulge in same class and learn together in the same class and context. Inclusive practices may refer to the idea of amalgamation of individuals with disabilities with the individuals without disabilities and having no pity for them or any other feeling that make them feels their disability. This is quite an ethical, social and educational question whether it should be done and if yes then how and why it is to be carried out (Lindon,

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The Salamanca Statement highlights six key factors of inclusive education. It states that: “each child has a right to education; each child has distinctive interests, characteristics, learning needs and abilities; all education services should consider these diverse characteristics and needs; Children with special needs must have access to general education schools. The Salamanca Statement noted that general education schools that practice inclusive education are the best way to cease discriminatory attitudes, create welcoming environments for students with or without special needs and disabilities and to enhance the educational experience for all and general education schools that practice inclusive education provide quality education to the vast majority of students at lower costs” (Mitchell, 2012, p. 28). The Salamanca Statement has petitioned the government to have all schools practice inclusive education, pass legislative bills that would make inclusive education law with policies to abide by and form numerous inclusive education development programs. The Salamanca Statement wishes for governments to exchange teachers into countries that practice inclusive education so that they would have

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The term inclusion is often seen as simply referring to learners with special needs, where it is interpreted as the ‘complete acceptance of a student with a disability in a regular classroom.’ However the notion can be viewed much more broadly. A common misconception about inclusion is that it is solely about including people with disability in regular sport activities without any modification. (Australian sports commission) However being inclusive is about providing a range of options to cater for people of all ages, abilities and backgrounds, in the most appropriate manner possible.

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Special education is a discipline marked by a lot of controversy and which elicits a heated debate among education administrators, parents, and teachers. Full inclusion, which is the belief that disabled students should be incorporated into regular classrooms, regardless of whether they meet conventional curricular standards or not, is the major point of controversy. Full inclusion embraces the idea that disabled students should undertake regular education and only be excluded in a class when important services cannot be offered to them (Nelson, Palonsky, & McCarthy, 2010). This paper seeks to delve into the arguments surrounding full inclusion and establish their validity. It will achieve this by highlighting the arguments for and against

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Henry Ford once said, “Coming together is a beginning; keeping together is progress. Working together is success” (Brainy Quote). From here, the concept of inclusive education, including students with and without learning disabilities as peers in the same classroom, originated. The aim of this type of education is to get students with learning disabilities involved in the society. Teachers and fellow students will also provide help for students with disabilities; in this way, students with learning disabilities will be motivated to study as they feel that they are a part of a group instead of being isolated in special places.

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Every child can learn and every child must learn with inclusive pedagogy through accessibility of education. If it is not, I am determine to make it become accessible by any means small or large. Sharing thinking with Ben Carson, I “Think Big”; I believe that I can be the change and with courage and determination I am the change. 100% numeracy and literacy is my all time goal and I will achieve because I believe.

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According to UNESCO, inclusive education is a process of addressing and responding to the diverse needs of all children by increasing participation in learning and reducing exclusion within and from education (Nguyet and Ha 2010). Inclusive education is a process of increasing the presence, participation and achievement of all learners (Booth and Ainscow 2002). The process involves mainstreaming children with special educational needs into regular classroom settings, allowing them to learn side by side with their peers without disabilities. Inclusive education implies that children with special educational needs have to attend mainstream schools they would have attended if they did not have a disability. Mainstreaming children with special needs education has a positive impact on both social and academic learning for children with and without special needs (Farrell 2000).

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