INCLUSIVE EDUCATION
MAHERE FARAI 181478
INCLUSIVE EDUCATION EXPLAINED
• Inclusive education is defined as the values, policies and practices that
support the right of every infant and young child, regardless of ability to
participate in a broad range of activities and contexts as full members of
families, communities and society.
• Dr. Jen Newton, a founder of Teaching is Intellectual, phrases it this way,
“inclusive education, in the truest sense, is all children experiencing
belonging and community in a typical early chilhood setting”.
• As a contextual explanation, the school and clasroom operate on the
premise that students with disabilities are as fundamentally competent as
students without.
BENEFITS
• Studies over the past three decades have found
that students with disabilities have higher
achievement and improved skills through
inclusive education, and their peers without
challenges benefit aswell; (Alquraini & Gut,
2012).
• Within inclusive classrooms an increase in
empathy and relationships, differentiated
instruction and positive development of sense
of self is accentuated.
• Attending an inclusive classroom can be
children’s first introduction to people who are
different from them, which teaches children to
value those who aren’t like them and stops the
spread of ableist biases and discrimination
HOW TO COMMIT TO I.E
• Teachers can assist in inclusive education through multiple strategies to
create an inclusive environment:
1. Providing multisensory learning opportunities; Rather than printing
worksheets or expecting all students to sit still during lessons, creating
activities that allow children to have a more hands-on experience
incorporating as many senses as possible.
2. Activity adaptation and varying learning opportunities; Whole-group
instruction and transition to flexible groupings which could be small
groups, stations/centers, and paired learning.
3. Following the “Universal Design for Learning” (UDL) framework; A
flexible teaching approach that works to accommodate the needs and
abilities of all learners and eliminates unnecessary hurdles in the learning
process.
FACTORS AFFECTING INCLUSIVE EDUCATION
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DIVERSITY AMONG THE LEARNERS
PREPAREDNESS OF TEACHERS
AVAILABILITY OF RESOURCES
EVALUATION SYSTEM
INFRASTRUCTURE
DIVERSITY AMONG LEARNERS
• Children differ with regard to
their home background,
motivation and ability to learn.
• Personal attributes contributing to
success in academics, attitudes,
interests and commitments.
• This wide variety to be addressed
as a group for instruction is a
difficult task.
PREPAREDNESS OF TEACHERS
• Identifying that the child has a different need itself is a skill which a
teacher has to be equipped with.
• To tackle diversity in the classroom on a daily basis, certain specific
training is required by teachers.
• Teacher education systems and programmes will need to skills set under
inclusion, rather than the more common special needs education.
• Hence it poses a threat to the implementation of inclusive education
AVAILABILITY OF RESOURCES
• Schools will need to explored the availability
of resources to support children in their process
of inclusive learning.
• The educators are to be equipped with the
skills of making use of the variety of learning
materials.
• The support of professionals is very essential to
handle some categories of children.
• Clinical psychologists, social workers,
audiologists, speech language pathologists,
physiotherapists, occupational therapists are
required to help in the process of education of
some of the children.
• Getting this level of expertise to schools is a
scarcity, and more so especially in rural areas.
EVALUATION SYSTEM
• The level of rigidity in evaluation patterns, tmust change in order for a
proper assessment of the learner. i.e For diverse learner, there is need to
use diversified evaluation system.
• If a child is not able to write, all other abilities of the child often go
unnoticed.
• If the child requires some other mode of evaluation other than reading
and writing, it is the duty of inclusive education to provide an evaluation
method, in order to avoid learner frustration and subsequent drop outs of
the education system, a major deterrent to the cause of inclusive
education
INFRASTRUCTURE
• The location, space and arrangement
of a classroom are essential factors
to help inclusive education.
• The location away from noise,
rooms with proper ventilation, space
for free movement inside and
outside of the classroom, external
classrooms, grounds to play and
provision for other co-curricular
activities are very essential to
support inclusive education i.e
wheel chair ramps, and hand rails
for mobility disabled learners.
CONCLUSIVELY
• Inclusive education advocates for equal opportunity to every child for
optimal development.
• Inclusion is about building the inner strength and mounting confidence
among children.
• It is valuing difference, immaterial of the limitations imposed due to
external factors.
• The focus of the teacher has to be on a practice in school to respond to
the diversity of students