The Intersection Of Inclusion, School Culture, And Social Jus Tice Leadership

Sanson (2005, p. 3) believes that when it comes to accommodating students with disabilities, scientists, practitioners, and politicians are necessary to the process as a whole and communication between these individuals is essentia.

Throughout the ages, people with disabilities have been hidden away at homes or institutions and were often not educated. This was common practice and as such, when the education system was designed, children with disabilities were not even considered. Then, starting soon after the civil rights movement in the 50’s, a series of lawsuits was brought against school boards and the federal government took notice. Then the Education for all Handicapped Children Act of 1975 was passed and these children were finally allowed the education they deserved. As time went

There is also a need to provide education on inclusion to other personal involved with the school systems such as support staff like the custodial and cafeteria staff. Inclusion in the school systems is an ongoing evolving process with the goal of providing the best environment and education possible for children with a disability. At the same time, the teachers, administrators, support staff, parents, and community have to work through the do’s and don’ts of the ever-changing legislation concerning inclusion in public schools. Staying up with the changes requires professional development for teachers and administrators. Development of inclusion training for

Everyone is going through a battle that we may not be able to see; however, “American society [is often] unaware or indifferent to the plight of people with disabilities” (Davis, 2013, p. 486). Ableism is one of the most ignored areas of social justice in America. Through my own experiences, I learned that the educational system in particular is not a very knowledgeable, or flexible environment in giving accommodations for students with disabilities. Those who are able-bodied, and do not have invisible disabilities, easily fit the paradigm of an able student in society, i.e., being able to walk to every building, climb stairs to get to class, complete assignments in the allotted time, etc. Our society has socially constructed disability

In a contemporary Australian school setting, inclusion is the ongoing collaboration of all members of the school community to effectively meet the diverse needs of all students, including those with additional needs (Blackmore, 2009; Lyons, 2014). All students regardless of their cultural background or ability level should experience an enriching education where they feel included and supported. Creating inclusive cultures, producing inclusive policies and evolving inclusive practices are the best ways to promote learning and participation in schools for all students (Centre for Studies on Inclusive Education, 2012; Dempsey, 2014).

The right of entry to education resources is more than uncomplicated admission to a college. The right to use means to provide students with the devices they will need to be victorious in higher learning. Students with a recognized disability ought to be no omission. In reality, Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, “ensure that all qualified persons have equal access to education regardless of the presence of any disability.” Objective replacement, class waivers, and revision of classroom management, testing and course necessities are all illustrations of behavior to supply access for the learner with a disability. A break down to the creation of such practical adjustments can place schools in breach of federal and state statutes, ensuing expensive fines.

In the educational world, there are countless programs, curricula, strategies, manipulates, and resources for teachers to pull from in order to aide in the teaching of concepts and learning of students. Whatever method(s) a school or district has deemed best practice, or adopted as their curriculum, tend to be the instructional practices or resources utilized the most by those teachers. Additionally, teachers will also have preference to teaching styles, resources, and materials they use for their students. While autonomy in any classroom is important to students’ academic growth, one must also be careful to select and implement instructional with great intention and purpose. Consideration to students needs is equally important as the mandate of teaching standards and demonstrating proficiency amongst students. Even when teaching non-disabled students, it can be time consuming and overwhelming to plan lessons so just how much more is involved when planning for students with significant disabilities (SD)? Better yet, what are appropriate instructional strategies to use for students with SD? Regardless of the instructional setting, these are considerations that must be given when teaching students with SD in order to maximize their learning opportunities to learn

How can a school system implement a holistic approach that creates an opportunity for these “culturally diverse students, and students with disabilities? In order to do so parents of the individuals as well as the school system have to implement acceptance and awareness; in addition taking the two factors into account and

Leadership is imperative in a changing environment because it prepares a smooth and working environment. First, adults need to have a vision of their goal in order to turn it into a reality. Second, adults need to be an example to the children and other staff because it encourages the same or better outcome. Third, coaching helps children achieve success, knowledge, confidence and friendship. Fourth, Leaders must manage their time efficiently because the well-being of the children is in their hands. Finally, leaders must be innovative to facilitate all activities with staff and students. In the article “School Principals’ Influence on Trust: Perspectives of Mothers of Children

There are several strategies that are available to provide support for educating inclusion students with general education students. However, students with learning disabilities in inclusive classrooms should include co-teaching, differentiated instruction, and peer-mediated instruction and interventions. This Theory suggests the practice of inclusion is congruent with social justice, but evidence suggests mixed results regarding academic achievement. The Least Restricted Environment (LRE) mandate that inclusion have both adequate support among various interests groups including: parents, school professionals, researchers, and advocates (2012, p. 2).

Inclusion as a word does not just mean to include but also demands certain rights and responsibilities. Inclusion is not just limited to disability but extends beyond it. For example, in a classroom of twenty kids, 3 kids may have some sort of disability which requires special attention, however the same class may also have another four students that come from immigrant or refugee families. These students may experience challenges in learning because of their past experiences and the new environment. Although they are included in the same class, if they are not supported to responsibility by the school professionals they may lack behind and the whole model of inclusion may get defeated. On the other note, these kids should have all the rights as any other student in the class. The biggest challenge that I feel in the public school system is the misconception of the philosophy of inclusion and the model build around it. It is affected by many factors that include people, resources and funding. Inclusion is also perceived differently by people and the understanding is affected by their own experiences whether heard or lived. It becomes a big challenge to view inclusion in the same

Inclusion in classrooms can further benefit the communication skills and sense of community among students with and without disabilities. “Children that learn together, learn to live together” (Bronson, 1999). For students with special needs, inclusive classrooms provide them with a sense of self-belonging. The classrooms provide diverse environments with which the students will evolve feelings of being a member of a diverse community (Bronson, 1999). For students without disabilities, they learn to develop appreciation of the diversity. The classrooms provide many opportunities for the students to experience diversity and realize that everyone has different abilities that are unique and acceptable. From this realization, the students will learn to be respectful for others with different characteristics (Bronson, 1999). Inclusion in classrooms is beneficial to all students’ individual and community growth.

“There is a direct correlation between the strength of inclusive education in schools and the values held by its leaders” (Porter & AuCoin, 2012, p.146).

A lot of people do not agree with inclusion in classrooms. They say, “the disabled student might be disruptive” or “the other students might get upset when the teacher has to slow down for the disabled student.” All students have their right to an education, whether it be inclusive or not. If a student is disruptive, the teacher should be able to handle it. Although people think inclusion has many disadvantages, there are far more advantages and benefits for all students, teachers, families and even for communities. Since everyone can benefit from inclusion,  we as society should make schools and communities inclusive.

Schooling for the disabled requires a special environment—one that only a few teachers have the gift to care for. Instead of looking out for the child’s