The Importance Of Inclusive Learning And Teaching

Consistently throughout the PGDE course we are studying how to become a more inclusive practitioner whether it is through campus based learning, additional readings or teaching experience in local schools. We continuously strive towards learning how to make school a more inclusive environment. This assignment exemplified with references to reading such as Government policies, legislation and research articles as well as reflecting on my own teaching experience I hope to highlight the teachers’ role in creating an inclusive environment within an individual classroom. Having studied selective literature with theories and research, which could have influenced Scottish Education Policies, I draw attention to discrepancies on matters of inclusion and social justice that exist between them and the implications they have for learning.

Inclusive learning is as Wilson (2009) states is “about creating interesting, varied and inspiring learning opportunities for all learners; ensuring all learners contribute and are never disadvantaged by methods, language or resources”

In their article exploring inclusive education pedagogy, Florian and Black- Hawkins they argue that it is important to differentiate between inclusive pedagogy, inclusive education, and inclusive practice, although problematic because the term ‘inclusive’ is broad, this procedure can take numerous forms and little is identified about the details of practice at the classroom level (Black-Hawkins & Florian, 2011). Florian explains inclusive practice to be the “things people do to give meaning to the concept of inclusion (2009), inclusive education also differs extensively: from the particular, for instance incorporating children with disabilities in full service schools by relocating specialists provision from inclusive to full service schools;

According to an article written in 2008 by Walden University, “merely placing these students within the regular classroom does not assure quality instruction, and for teachers’ inclusive education represents a significant personal and professional change that requires reconceptualization of roles and responsibilities, redistribution of resources, and ‘new ways of thinking’.”

After reading Sapon-Shevion (2008) “Learning in an Inclusive Community” and Carpenter (2008) “The other side of Inclusion” explained many benefits along with some challenges dealing with inclusion. As an effective teacher it is very important to create an inclusive classroom to accommodate all the diverse needs of each child. Inclusion is not only for those who are exceptional but normal as well. Inclusion is for everybody according to Carpenter “inclusion is a belief system shared by every member of a school as a learning community…… about the responsibility of educating all students so they can reach their potential” (2008).

Attitudes to inclusion play a pivotal role in the success of inclusion strategies in the classroom (Graham & Spandaguo, 2011; Morin, Rivard, Crocker, Boursier & Caron, 2013). Successful inclusion incorporates the student’s ecological context including peers, family, school staff and the broader community (Foreman & Arthur-Kelly, 2014). Since the 1990s attitudes towards inclusion have become more positive (Morin et al., 2013). Nevertheless, negativity towards inclusion continues among stakeholders. These negative attitudes may relate to which schools students attend, how prepared schools and teachers are and how to adapt the curriculum to their needs. The attitudes of various stakeholders may impact on the success of inclusion in the classroom. Therefore, stakeholder attitudes require understanding and consideration for possible intervention strategies. Through a synthesis of current research, three recommendations will be outlined to help various stakeholder views conform to existing inclusion policy.

Although, I have not had the opportunity to work in an inclusion classroom, it is clear that these components are fundamentals for student success. Student success is correlated with more than academic achievement, but in noncognitive factors such as motivation and social systems. Schools following an inclusion model provides students with a community that fosters collaborations and teamwork. In addition, inclusive education has been shown to help students without disabilities become more tolerant of student differences. Overall, I would encourage others to follow an inclusive model which is centered on differentiated instruction and social interaction.

Inclusive education instills clear, consistent and rigorous standards for all students, promoting motivation and engagement for all. Instilling higher standards for all students will help

Creating an inclusive classroom can be challenging, but it is so rewarding. This gives all students the opportunity to be in the least restrictive environment and truly grow. However, affective teachers cannot generalize or peg-hole students, so deliberate planning and instruction is required to create an inclusive classroom. As a future teacher, I lack the experiential knowledge needed to adequately plan and create an inclusive classroom. Speaking with an experienced educator allowed me hear of successful ways to teach diverse learners. I was then able to create a plan for my own classroom.

A school with inclusive strategy is the one where the achievements, attitudes, teaching and learning of every learner matter (Ofsted, 2000). This means a highly consideration of pupils’ different needs and life experiences. For inclusion to be effectively implemented, schools need to provide an appropriate and fit learning environment for all students. Stainback and Stainback (1990) asserted that true inclusive schooling means all students should be included in the mainstream with suitable flexible programmes and continuous support to meet their

Inclusive education has become a goal in many parts of the world in the last four decades. The process of inclusion involves the restructuring of a mainstream schooling system to accommodate every child, regardless of their needs (Avramidis, Bayliss & Burden, 2000). Inclusive education is centred around social justice; all students are entitled to access to all educational opportunities (Vas, Wilson, Falkmer, Sim, Scott, Cordier & Falkmer, 2015). It is the goal of inclusive education that all students feel a sense of belonging and become a part of the school community (Burke & Sutherland, 2004). However, there are several issues that can impede the development and teachers support of an inclusive school. The key issues are a lack of training, the availability of support and resources, the type of disability, experience with disabled people and the effects on the classroom.

The classroom, a place to learn, grow, and socialize. More than that, a classroom is a place you walk into on day one nervous and maybe even a little bit scared, but when you walk out on the last day, you leave smarter, more confident, and more mature than when you arrived. Inclusion in its simples form means exactly that to include. Inclusion has proven to enhance learning outcomes in the classroom not only from an educational stand point, but from a social aspect as well. The benefits of inclusions in our schools has help all children to acquire social skills from each other. There is a greater understanding that everyone has their unique strengths and weaknesses with a greater level of acceptance. Inclusion was not always been the case, children with special needs were often kept separate from the regular student body regardless of the level of disability. The 90’s s brought about changes in legislation that changed the makeup of schools and classrooms. The following will provide information which will help in researching the topic of Inclusion in the classroom.

“Inclusive education is where all children and young people are engaged and achieve through being present, participating, learning and belonging” (Ministry of Education, 2017). To define inclusive education, I believe it means that child with or without special needs are welcomed and achieve at school (Ministry of Education, 2010). In addition, an inclusive school understand that all children learn at different speed, and in different ways. Hence, with the appropriate help and support, every student is able to achieve (Ministry of Education, 2010). Through volunteering at Mission Heights Primary school and working with ESOL and hearing impaired students I got a taste on how these students learn. I got to observe how they work with other,

UNESCO has defined inclusive education as the opening up of ‘schools, centre of learning and educational systems…to ALL children. For this to happen, teachers, schools and systems may need to change so they can better accommodate the diversity of needs that pupils have and (ensure) that they (the pupils) are included in all aspects of school life. It also means a process of identifying any barriers within and round the school that hinder learning, and reducing or removing these barriers.

A setting of an inclusive education would require all students particularly students with any kind of disabilities to feel welcomed. Age is of no restriction students and adults with disabilities all are to feel no sense of hostility from anyone. Inclusive education emphasizes entirely upon developing and designing a comfortable environment inclusive of an educative curriculum suitable for children with disabilities.(Jamie, 2012)