Inclusion In Practice

Inclusive practice is a process of identifying, understanding and breaking down barriers to participation and belonging. Inclusion is about ensuring that children and young people, whatever their background or situation, are able to participate fully in all aspects of the life of the school. Inclusive practices will ensure that everyone feels valued and has a sense of belonging. Inclusion is not about viewing everyone as the same or providing the same work, but about providing the same opportunities and access to a

Gov.uk (2001) states inclusion is about recognising that every child, irrespective of their background or situation are individuals, and they have the right to access a curriculum that is planned to meet their different requirements. It can be their personal, social, emotional and academic development that may be affected if the work they are given is not differentiated for their individual needs. The Equality Act

Inclusion is simply to be “included”. Inclusion is used to ensure that people with disabilities and needs are not restricted from activities and tasks due to this. Inclusion is about valuing all individuals and giving them a fair chance to be included without discrimination, inclusion should also include children from disadvantaged groups, of all races and cultures as well as the gifted and the disabled. Equal opportunities and inclusion should take account not only of access to provision or school premises, but also to facilities outside school settings, such as school visits. Everyone

The importance of inclusion and access to the general curriculum for students with disabilities is an on-going issue when it comes to special education. Inclusion is define as” educational practice of providing within the general education setting all the educational services students with disabilities require” (Raymond, 2012). Inclusion can be beneficial for students who have disabilities. It opens doors for students to experience new opportunities for learning. Making new friendships, long lasting relationships, peer role models, and developing social skills. Students no longer feel segregated, they feel like they belong. Not being single out, but part of the in crowd. Students in inclusion do not look at their peers with a disability, they

This article is presented in the form of an essay, which in my personal evaluation, enhances the understanding of the article more clearly by providing it more knowledgeable and insightful on inclusive education within the public school sectors. Key ideas impacting inclusive education are explored within article, when the authors discuss the importance of inclusive education within public schools. By noting the positive benefits of using it in classrooms and Australian context and also the barriers of putting it into place, as has stated by the authors , ‘there is no quick fix’(cited in Anderson & Boyle, 2015. P.16). As well as argues that there still seems to be a ‘significant gap’ between envisioned inclusive education and the reality of what is

This area of research is of particular interest to the researcher, firstly because inclusion is widely recognised by the National Curriculum. It highlights ‘A wide range of pupils have special educational needs’ and consequently, ‘Lessons should be

An article from the University of Oregon researches if it is beneficial to place students in an inclusive setting. In the article it first defines what inclusion is. Inclusion is, “defined as providing specially designed instruction and supports for the students with special needs in the context of the regular education settings” (Moore p. 1). The article was interesting because it mentioned that research had found that, “Instruction not setting, is the key to achievement of success as measured by student outcomes” (Moore p. 1). The article also taught us the difference between mainstreaming and inclusion. Mainstreaming is when students no longer need special education services and are put in the general education classroom. Inclusion is when students are placed in the general education classroom, but still receive specially designed instruction and services (Moore p. 2). Research found that “inclusion is more effective than either integration or mainstreaming” (Moore p. 2). The article

Inclusion in general education could be useful, helpful, and positive for both children with disabilities and their typical peers. For example Patrick O’ Hearn School is an inclusive school where one third of the students have some kind of disabilities, like Autism, Cerebral palsy, and Down syndrome. The philosophy of this school is to create an atmosphere of inclusion, adapt the instructions, and work together. The administration, teachers, and parents work together to build a place where all students can come with confidence and get the love and support along with the education. Teach together the children with special needs and everyone else can construct confidence in disable children, for instance if you live with lions you will be a lion.

Inclusion refers to the feeling of belonging. Teacher, families, and the community should include all children with disabilities so they feel welcome in our society. The key of using inclusion is to build a relationship between the program, and the child, and the family so children start learning how to integrate into the society. (Allen, 2015)

In this study, inclusion was not solely about the inclusion of a single child or children with disabilities or SEN. Rather it was built on the belief that all should benefit from access to the same educational experience. An experience as this teacher says should enrich their lives,

Inclusion means an all-embracing societal ideology. Regarding individuals with special education and disabilities, inclusion secures opportunities for students with disabilities to learn alongside their non-disabled peers in classrooms. Inclusion is also an educational practice of educating children who have disabilities in classrooms with other children who have no disabilities. The best practice for special education students in a classroom starts with the teacher. “The first step for the beginning teacher is to understand what “special needs” means and who exactly are the children with special educational requirements” (Weissman & Hendrick, 2014, p. 121).

Inclusion in education is an approach to educating students with special educational needs; under this model students with special needs spend most or all of their time with non-disabled students. Evidence from the last decade reveals that segregation of special needs students, as opposed to spending time with non-disabled students, is actually damaging to them both academically and socially. Segregating students placed in the special education category is a trend that has been vastly common in public schools, but in the last few years inclusion in general education settings is becoming a more credible option. Placing students in an inclusive classroom is effective in positively adjusting not only their academic performance, but also

The concept of inclusion can be best represented by the term, social justice. Inclusion itself produces equality, recognition and new opportunities as well does it protest practices that advance beliefs of exclusion. Ford who is a psychologist in early special education states in "Education Students with Learning Disabilities in Inclusive Classrooms" what the appropriate teaching techniques are with a child with a disability. Ford says the best methods are: differentiated instruction, co teaching, interventions, and pre-mediated instruction. The term pre-mediated instruction means systematically teaching children without disabilities the way to engage in proper social interactions with a child who does have a disability. That way you can pre-plan the daily activities that would adhere to each child 's capabilities. To practice inclusion in schools will represent and boost the term, social justice. Inclusion creates equality and recognition among all students. The new opportunities that arise from this program are more beneficial for all students. Inclusion protects the children from ever having the option

Allen and Cowdery (2012) state ‘Inclusion is not a set of strategies or a placement issue. Inclusion is about belonging to a community – a group of friends, a school community, or a neighborhood’ (Pg.5). Inclusion of children with disabilities in 'normal' classrooms, happens to be a widely debated topic; whilst there are valid arguments on both sides and benefits for both inclusion and segregation, inclusion has become law (Holdheide & Reschly, 2008). Inclusion requires a great deal of work in and out of the classroom setting. One of the most prominent barriers is that of communication; with lack of time, funding and negative attitudes of not only parents, but the student body and teachers bringing up the

Inclusion is the integration of the students with special educational needs into the regular education setting. This idea has been spreading across the country where children are no longer being separated due to their needs. But how does this make the teachers feel? One might think that popular opinion would be that it makes it less difficult for them to teach and they do now get to spend the time that they would want to with the “normal” students, and some do. But for the most part, while inclusion has many negative opinions by some teachers, most agree that when inclusion is done properly it is tremendously beneficial to all students.