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Philosophy Statement: Advocate For Inclusion In The Classroom

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Philosophy Statement As a teacher my role is to recognize the diverse needs of my students. Every child will be unique, but I will not let their disability define him or her. It is important to me to have collaboration with families, administrators, students, and any other faculty in order for any student to succeed. It is my role to consider the student’s family capacities and desires for their children. As I do this, I will be able to facilitate more appropriate learning. As a future educator, I will adapt to the struggles that any of my students may be having and incorporate every student in that adaptation. I will always advocate for inclusion in classroom settings, and I will never limit any student just because of their disability.
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Bryant thinks inclusion is a wonderful idea for both students and teachers. Students with disabilities have the opportunity to learn from their non-disable peers. They learn proper social skills such as how to conduct themselves in the classroom environment. Furthermore, regular education students learn to work with and understand that students with disabilities are people too.

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The problems and capacities of students with disabilities are also made more fully appreciated via this teamwork. I agree with this statement as it recognizes the interconnectedness of diversity in the classroom and highlights the value of an all-encompassing system of

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As a future educator, I will look at my class as a complete unit and not separate the children that have disabilities. I will concentrate on the needs of all my students and plan

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One will see what it really is like to be a student with a disability and is in inclusion in the classroom. Also what it is like to be the regular education teacher and the special education team working with the

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Build Systems of Data Collection: Countries must invest in collecting accurate data on the degree to which students with disabilities have access to general education, including the amount of time actually spent in general education classrooms. This data can be used to identify schools and communities in need of support in better educating and including their students with disabilities. Provide Educators with a Robust Program of Pre-Service and In-service Preparation on Inclusive Education: First, attitudes matter a great deal and attitudes among educators are often negative, and those attitudes can carry over into the classroom and the school. Teachers and school leaders need opportunities to both confront these attitudes and to see how successful inclusion can work. Secondly, educators must learn classroom techniques that can help students

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This realization particularly struck me though when I met Suzie, a disabled classmate at school. A victim of down syndrome, Suzie told me she wished to be a cheerleader like me but didn’t feel that she would be able to due to her condition. This opened my eyes to the negative light in which so many disabled students view themselves. Their disabilities define who they are to so many students. Ten years from now, students like Suzie will be able to participate on the cheer team in some form due to the work of my

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Inclusion in a Third-Grade Classroom The scenario is one in which a third-grade student named Sally has been identified as having a learning disability and needs specialized instruction in the areas of reading comprehension and math reasoning. She spends most of her school in a regular general education classroom but receives an individualized education both inside and outside of the classroom for a small percentage (20 %) of the day. The question is, is this scenario consistent with the inclusion model and how can Sally’s general education teacher fully integrate her into the classroom?

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Parents, as the voice for their children, play a crucial part in guiding and helping to insure that labels need never to define their child and make it a deciding factor to their education. Parents must do their own research as to what is best for that particular child and their situation. Parents and teachers must make it a point to always emphasize the child's abilities and strengths and grown on that, along with their disabilities. It is also important for teachers and

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I believe that all children are individuals, unique in their abilities, from a wide diversity of backgrounds and cultures, and they also have the right to be treated with dignity and respect. Educators are observers and designers who have to observe children’s abilities, interests and learning styles for designing a curriculum that fulfill everyone’s needs. Observers also play an important role on noticing individual differences and offering help to children who have lower ability to improve

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Thesis statement “Inclusion Helps Special Needs Students by Allowing Them to Develop Interactional Skills Because of the Exposure to a Social Environment.” Inclusion in education is an approach to educate students with special needs in regular classrooms, rejecting the need of special schools. The aim of this paper will be to demonstrate that inclusion of special needs students in regular classrooms helps them not only by developing interactional skills but also by allowing them to grow in a more desirable way in school. However, inclusion is not completely beneficial. One must consider that special needs is an umbrella of several necessities that demand different approaches.

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My goals for the future are to improve my ability to differentiate lessons and my ability identify students with special needs. I look forward to improving as a teacher of students with

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The failure to implement full inclusion appropriately has numerous detrimental effects on the parties involved. One disadvantage for full inclusion is that the socialization part precedes the academic component, notwithstanding the fact that it should not be the primary goal of education. Inclusion movements aim to make disabled students look normal, overlooking the issue of whether they are undertaking educational programs or not. This can have a negative effect on the academic progress of students with disabilities because important skills are not taught for the sake of the learner making physical presence in a full inclusion classroom. Fox (2013) claims that there is a need for disabled students to reap maximum benefits from this integration.

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INTRODUCTION Inclusion in education is the act of integrating and accommodating each student regardless of their learning difficulties, disabilities, or other special needs. That is why in our world today, parents, educators, and lawmakers are pushing for inclusion, for the right of each child with special needs to learn alongside their peers, to have the same access to opportunities and academic advantages, and to be able to take part and contribute in the community. In the field of education, inclusion has become a controversial topic, because of the ethical and legal issues that surrounds it. On one hand, it promotes equality and diversity among the student population and it is meant to accommodate each and every student despite their

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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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If a child cannot learn the way I teach then I will teach the way the child learns. My aim is not to be a sage on the stage but a guide by the side. Involving inclusive pedagogy in my personal education will allow me to achieve my goals. I impart knowledge, I guide learning, I channel ideas, I create opportunities, I impact lives, I TEACH!

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