Inclusion

Southern Institute of Technology CERTIFICATE IN INTRODUCTION TO TEACHER AIDING Assignment Title: Assessment 1 Standard Number and Title: TEA1031 Introduction to Teacher Aiding and Inclusion Version of Standard N/A Assessed Elements: 1.3, 3.1, 3.2, 3.3, 5.2 Conditions: • Completed job description • Evidence of research outside of the study guide for all/any of the tasks. • Research appropriately referenced • Proofread and spellchecked Task/Activity Instructions: This is a written assessment

Abstract A paragraph from Desiderata says, “You are a child of the universe no less than the trees and the stars, you have a right to be here.” The paragraph is in consonance with United Nations Educational, Scientific and Cultural Organization’s (UNESCO) 1994 Salamanca Statement which calls for the accommodation of all children, regardless of their physical, intellectual, emotional state in an ordinary school. The Framework for Action stipulates that children with special educational needs

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

“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……

2016, p. 2). However, it also benefits the organisation, staff, families and community members. As stated by Haines et al (2015, p. 227), all are vital ‘for ensuring the success of students in inclusive schools’. Teacher play a critical role in inclusion in the classroom. However, as stated by Britt (2014, p. 51), graduates do not know how to communicate effectively. Thus, not being prepared to collaborate to achieve an inclusive school. Service-learning allows for teachers to develop their pedagogical

After viewing the videos of Samantha’s preschool inclusion and Peter’s classroom inclusion, I found that there are a few benefits of inclusion for children with special needs and their families. Inclusion classrooms can be very beneficial for children with special needs because it gives them a chance to be around typical developing peers to socialize with and learn from as well. In the video of Samantha’s situation, the typical developing children really enjoyed Samantha because despite her unique

in a school, regardless of their strengths or weaknesses in any area, become part of the school community. They are included in the feeling of belonging among other students, teachers, and support staff. The educational practice known as, full inclusion may have negative effects on the self-esteem of a special needs child. In 1975, Congress passed the Education for All Handicapped Children Act, also known as Public Law94-142. Before this law came into effect many children with disabilities were

Nailya Rinatovna Akhmadullina Mathew Chacko MLS500: Graduate Research and Writing 1 November 2015 Children with special needs should spend most time with non-disabled children Children with special needs are slightly different from non-disabled kids, but they’re should not be a barrier between non-disabled children and children with disabilities. Special needs covers a wide range. Some children with physical disabilities use wheelchair, or cane while other children with learning disabilities

going to be getting the attention needed in a general education classroom?” and “are there effective methods for students with disabilities to accommodate to in an inclusive setting?”. These students will not receive the support needed but with inclusion they will have the services needed in a regular classroom. General education teachers will receive the supportive resources in their classroom and will be prepared for having special needs children in their classrooms. If we keep students separated

Many people frown upon the fact of 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