Community Participation And Social Inclusion

Inclusive learning can be described as an integrated form of learning where learners with special needs are thought with those without special needs. According to Nind et al: “Education and educational provision is shared by both normal’ pupils and those with a disability, at the expense of differences in the specific nature of each child or young person and her/his particular strengths and areas of weakness, and consequences that these differences have in terms of educational needs.”[1] This means that the aim of inclusive practice is to create a neutral learning environment. It should be noted that that every learner will have different needs and

Our conceptualization of inclusive pedagogy focuses on how to extend what is ordinarily available in the community of the classroom as a way of reducing the need to mark some learners as different. This is underpinned by a shift in pedagogical thinking from an approach that works for most learners existing alongside something ‘additional’ or ‘different’ for those (some) who experience difficulties, towards one that involves providing rich learning opportunities that are sufficiently made available for everyone, so that all learners are able to participate in classroom life.

Schools most frequently use them for selected students with mild to severe special needs. Inclusive education differs from previously held notions of 'integration' and 'mainstreaming', which tended to be concerned principally with disability and 'special educational needs' and implied learners changing or becoming 'ready for' or deserving of accommodation by the mainstream. By contrast, inclusion is about

An inclusive school culture is essential for the wellbeing of all students including those with a disability.

Inclusive practice in education moves us away from ‘integration’ and ‘mainstreaming’ of learners, which was mainly concerned with separating those with a disability or ‘special educational needs’ until they had reached the required standard for mainstream education. Inclusion is about the learner’s right to participate and the teacher/ institutions duty to accept the learner as an individual. Inclusion rejects the separation of learners with disabilities from learners without disabilities; instead it promotes equality and respect for their social, civil, human and educational rights. From what I can see there are few totally inclusive schools but those that are, restructure their curriculum so all can learn

When setting up an inclusive learning environment we need to focus on individual differences. Francis and Gould (2013: p65) explain, that “it is important to recognise the differences in the learners we teach, as these influence how we interact with them.” Francis and Gould (2013) list few typical differences, like age, physical disability, mental health issues, ethnicity, etc.

Inclusion can be defined as the act of being present at regular education classes with the support and services needed to successfully achieve educational goals. Inclusion in the scholastic environment benefits both the disabled student and the non-disabled student in obtaining better life skills. By including all students as much as possible in general or regular education classes all students can learn to work cooperatively, learn to work with different kinds of people, and learn how to help people in tasks. “As Stainback, Stainback, East, and Sapon-Shevin (1994) have noted, ‘...the goal of inclusion in schools is to create a world in which all people are knowledgeable about and supportive of all other

Students with special needs need deserve the same education general education students are presented with. The philosophy of “ Disability Inclusion” concentrates on creating a safe, loving, and effective learning environment for students who suffer from physical, learning, and behavioral disabilities. When a student with disabilities is placed in the same environment as a non-disabled student, the results show wonderful improvement. When we are able to discover the strength of the student we are able to see just how much the student can improve in an inclusion classroom. Disability Inclusion not only sets a new beginning for an equal education of special education students, but it allows for more interaction with the child, and a more hands-on assessment.

The teacher can encourage this inclusion by teaching the students, parents, and other community members about negative stereotypical attitudes about students with disabilities by avoiding negative words, such as “disabled”, or “crippled”, or “handicapped” and to promote positive ideas about disabilities into class work, the student’s play time and other activities. To further ensure that the classroom is promoting equality for the child with the disability, the teacher should incorporate an inclusive curriculum mindset, by adapting the lessons, learning materials and classroom to suit the needs of all the different types of learners including the child with the disability within the classroom.

During the ten years that I have worked in primary education inclusivity has played an increasingly important part when considering how the curriculum can be delivered and how a classroom can be managed to ensure that it is accessed by all children. Experience of working within a primary classroom has shown that the accommodation of students with Special Educational Needs (SEN) and the delivery of inclusive lessons have had a vital part to play when determining classroom

Inclusion in classrooms is defined as combining students with disabilities and students without disabilities together in an educational environment. It provides all students with a better sense of belonging. They will enable friendships and evolve feelings of being a member of a diverse community (Bronson, 1999). Inclusion benefits students without disabilities by developing a sense of helping others and respecting other diverse people. By this, the students will build up an appreciation that everyone has unique yet wonderful abilities and personalities (Bronson, 1999). This will enhance their communication skills later in life. Inclusive classrooms provide students with disabilities a better education

Through my theoretical and small practical understanding of inclusive education I will be embracing the concept and practice of inclusion through the use of the term Curriculum Differentiation, which is all about arranging the classroom learning environment to be more suitable for students of all types, abilities and learning capacities to have the chance to reach their own individual maximum potentials (Carpenter, 2010). Through researching and learning about inclusion I have come to believe and agree with the statement of “Diversity not Deficit” when teaching in an inclusive school or classroom (Queensland Government, 2005). This statement reflects my own personal philosophy of inclusive education, as it pushes my strong belief that education is about not seeing any of the students, their families or the

For years children with special needs were ushered off to separate classes and schools. Children with special needs have the right to attend classes with their same aged peers in the same classroom with support. Students with special needs deserve the same opportunities they would have if circumstances were different. Inclusion gives those students with special needs the chance to be part of the community; able to form relationships outside of the family unit. All students benefit from inclusion; students with disabilities develop social skills and develop friendships while non-disabled students learn tolerance and acceptance.

Inclusive education is concerned with the education and accommodation of ALL children in society, regardless of their physical, intellectual, social, or linguistic deficits. Inclusion should also include children from disadvantaged groups, of all races and cultures as well as the gifted and the disabled (UNESCO, 2003). Inclusion tries to reduce exclusion within the education system by tackling, responding to and meeting the different needs of all learners (Booth, 1996). It involves changing the education system so that it can accommodate the unique styles and way of learning of each learner and ensure that there is quality education for all through the use of proper resources, suitable curricula, appropriate

Every child has the ability to learn, but the way a child learns and processes knowledge can be very different, especially for a child with special needs. (Mainstreaming Special Education in the Classroom) As a society we owe all children the chance to reach their full potential, thus we must set up an environment where this accessible. Integrated education unarguably allows the must vulnerable and excluded children this chance. According to Inclusiveschools.org, “Inclusion” does not simply mean placing students with physical or mental disability in general mainstream classrooms, but rather offers fundamental change to school community and how children learn altogether. Effective models of inclusive education according to various sources, is the right model of education for special needs students because it allows greater access to mainstream curriculum, preparation for integration in an inclusive society, and promotes a tolerant and inclusive society. (Full inclusion: Has its time arrived?, The Benefits of inclusive Education.)