True Inclusion Analysis

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True inclusion is when teachers abandon the belief that disability is immune to learning (Sokal & Katz, 2015) and students are arranged or grouped not based on abilities, but common goals and groupings are “voluntary and offered as choices to all students who need support” (Moore, 2016, p. 28). Inclusion “is a journey, not a destination” (Moore, 2016, p. 28-29). Sometimes as teachers, even Special Ed teachers, we can be ignorant and underestimate the student, failing to see the child communicating to us. Oftentimes, we assume students do not or cannot understand and we lecture to them like they are not there. We believe the they cannot see, hear, or communicate, but that is a misconception. We must have the simple belief that
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The hardest-to-reach students are also the ones we have the most to learn from because if we can reach them, we can reach everyone. Support means that anyone who needs the support have access to them. It is about not forcing separation by group nor by individual. The format of general student assessments must be altered from the standardized “normative majority” design and consider the needs of marginalized groups. Using a collaborative approach is not viewing students with disablities as inherentily deficient, but to recognize their positive abilities when they are supplied with the proper modifications and accomodations. According to The Universal Design for Learning (udl), “The design of products, environments, programmes and services [are] usable by all people, to the greatest extent possible, without the need for adaptation or specialized design” (Towle & desLibris, 2015, p. 26). An example is information taught in class through digital materials or text so that information can be accessible to all learners (e.g. closed-captioning texts on YouTube videos) (Towle & desLibris, 2015). Education is not a competition—it isn’t about doing it alone or the fastest. It is about ensuring that everyone can cross the finish line. School should be a place where kids know that it is okay to have supports and that they will not be left behind (Moore,
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