Inclusive education Learning provides a unique possibility for achievement. Everyone has something to give, regardless of ability or condition. Exchanging what we have helps us learn more effectively.
What is inclusive education?
Inclusive Education means that all students are welcomed and supported to study, contribute, and engage in all elements of the school’s life by their neighborhood schools in age-appropriate, regular classes.
Benefits of Inclusive Education
Inclusionary education benefits all pupils. It gives them the ability to:
- Nurture each child’s unique qualities and abilities by setting high and reasonable expectations for them.
- Work on personal goals while participating in classroom activities with peers their own age.
- Involve their parents in their children’s education and school activities.
- Promote a respectful and inclusive school culture. Lessening the impact of harassment and bullying, inclusive education provides an opportunity to learn about and appreciate individual differences.
- Form friendships with a diverse group of other kids, each with their unique set of needs and abilities.
- Have a positive impact on their school and community by encouraging them to value diversity and inclusion on a larger scale.
What are some good inclusive education practices?
I believe I am qualified to respond to this issue because I have had the good fortune of working in a beautiful inclusive atmosphere for almost 19 years. If you want to witness it in action, go to Keshar Academy of Learning in Vasco, Goa, and meet Ms. Liza Sreedharan, the original director.
No child is tagged, even though the Principal and special needs team are aware of the child’s needs and will do all possible to accommodate them silently. If and when the class instructor has a problem or it is considered that she might benefit from knowing about it, she is told. There is no stigma anywhere…not among the students, instructors, or support staff.
There was no discrimination, owing to the grownups’ all-encompassing affection, particularly Liza’s. Teachers do not have a pedestal; we are adult aids, facilitators, and we all know each other by our first names. Children are welcome and even encouraged to come to us with any problems they are having, and we will do our best to assist them.
The love, warmth, and happiness are palpable!! It’s a joy to observe children with and without disabilities joyously compensate for and complete each other while playing. Teachers, on the other hand, almost always employ differential instruction, whether or not there are children with specific needs.
It’s a small school, therefore individual needs are met as much as possible. If and when necessary, the special needs youngster receives remedial assistance. We’ve had youngsters come in simply for special education sessions and then gradually integrate into the appropriate class when the time comes. Exams aren’t required, and learning isn’t unpleasant.
Children cultivate a love of learning and proceed at their own speed. It’s a Waldorf school that places a strong emphasis on art, music (both Indian and Western), football, flute, and tabla. It’s a non-traditional school, and I’m very happy to have attended it. Both of my children studied there and are now thriving in college. The school deserves full credit for developing these well-rounded personalities.
What are the pros and cons of inclusion in education?
- Children go to their neighborhood school, where they can interact with their siblings and neighbors. They are members of their own neighborhood. Compassion for persons with developmental differences may develop in generally developing children, leading to the awareness that all people are essential and valued, even if they are not “just like me.”
- It is sometimes argued that by being with their general education classmates, full inclusion pupils will receive a richer speech model and will witness and model more appropriate social behaviors than they would in a special education class. (Because my special education class is on a standard school campus, I have to state that anytime there is an assembly, as well as every day on the playground and in the cafeteria, my pupils are considerably better mannered, polite, and responsible than the average general education student.) In terms of language development, simply hearing other children speak does not imply the development of improved speech and language. We have many more opportunities to practice acceptable speech and language in a constructive way.)
- For a school system, it is frequently a more cost-effective option.
- A placement in a special day class is likely to cost more than a full inclusion placement.
- The attitude and expertise of both the classroom teacher and the assistant assigned to the special education kid play a big role in the success of a full inclusion placement. Far too frequently, the instructor is so preoccupied with preparing the class for standardized testing that he or she has little time to work with a kid who needs accommodations. Far too often, the one-to-one helper assigned to the special needs student lacks training or expertise in assisting the disabled student to participate in the classroom.
- The attitude and expertise of both the classroom teacher and the special education aide assigned to the special education student play a big role in the success of a full inclusion placement. Too often, the instructor is so preoccupied with preparing the class for standardized testing that he or she has little time to work with a kid who needs accommodations. Far too often, the one-to-one helper assigned to the special needs student lacks training or experience in assisting the disabled student to participate in class.
- People make friends and socialize with others with whom they share interests. Frequently, children with disabilities, particularly those with visible difficulties such as being nonverbal, nonambulatory, or significantly below grade level, are treated more like a classroom pet or mascot than as peers. “There’s a really adorable little girl in my class who uses a wheelchair and doesn’t speak much, but she’s extremely sweet,” kids will add. Then they dash off to play with the other youngsters who can run and play as well. That isn’t a bad thing; it is simply the way things are. (For people who are upset by the notion that true friendship rarely develops between those who are typically developing and those who are developmentally challenged, I ask: How many actual friends do you have who have substantial cognitive deficits? Not relatives or coworkers, but true friends who you call on a regular basis, interact with, confide in, and rely on…. I have a Down syndrome sibling whom I adore and with whom I associate. My buddies, on the other hand, are folks with a higher intellectual potential. Her pals – and her boyfriend – are all disabled in some way. Her friendships are just as strong and valuable as mine, but hers are with individuals who have disabilities, whereas mine is not.)
- Kids with disabilities who have high social skills may do well in full inclusion in the early years (kindergarten and early elementary), but as they get older, especially as they approach puberty, they become increasingly socially isolated. When male-female attraction develops, it can be highly isolating for disabled children who are kept out of the loop.
- All children require a future-oriented education: What talents will this youngster require as an adult to be successful and productive? These skills are frequently different for students who are college-bound or ready to acquire a job after high school, as compared to students with impairments, who may require further training to build the skills necessary to become as self-sufficient as feasible.