One approach in meeting the needs of students with special educational conditions is inclusion. This approach allows students with special needs to spend a lot of their “school time” with students without disabilities…
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One approach in meeting the needs of students with special educational conditions is inclusion. This approach allows students with special needs to spend a lot of their “school time” with students without disabilities. Implementing this approach varies from school to school and depending on the special needs case of the students. Inclusive education is different from “mainstreaming” and “integration”, because these two are intended primarily for special educational needs, focused on getting learners ready to join mainstream schools (Fetter-Harrott and Steketee, 2008, p.63). This demonstrates that inclusion is in contrast to “mainstreaming” and “integration” because inclusion is focused on a child’s basic right to participate in social institutions like schools, and the school’s obligation to accept and nurture the child’s learning development. Inclusion does away with the idea of utilizing special schools or classrooms to separate students without disabilities from students with disabilities (Willis, 2009, p.12). Schools that practice inclusion are rare, and they no longer place a distinction between special and general education. What they do is restructure the whole system to facilitate an atmosphere of learning together. The main idea is to provide students with opportunities to interact with each other to develop their social skills while making them feel that they are no different from the rest of the students (Reiter and Vitani, 2007, p.323-4). Under this set-up, students with learning disabilities spend most of their learning periods under regular classes with regular students. Some might take extra intensive lessons that are meant for students with disabilities, but this does not mean they are to be excluded from regular classes. They might receive extra assistance from teachers, but not in a way that would interrupt or disturb the whole class (Fetter-Harrott and INCLUSION: A SPECIAL EDUCATION APPROACH 3 Steketee, 2008, p.64). Below are some specifics of what could be a successful inclusion education set-up. Staff Some special education schools offer a wide array of programs, but these programs are difficult to implement since the necessary staff and personnel for special education are not plenty. Disabilities are already a burden for students, and affirming their condition to other people is an additional burden on their shoulders. Advocates of special education programs should look for ways to encourage these students with disabilities to gain confidence in disclosing their conditions to obtain the assistance they require. Teachers are considered the building blocks of any school, much more in a special education institution. It is vital to emphasize the role they play in educating a group of student with disabilities. Their general capabilities and skills are necessary factors in how well students develop and progress in their learning (Fetter-Harrott and Steketee, 2008, p.64-5). It is therefore necessary for a teacher in special education to facilitate lessons by questioning, probing, interacting, prompting, and encouraging methods (Reiter and Vitani, 2007, p.325). Probing questions such as “Can you show me how you knew it is the right answer?” encourages a more interactive atmosphere in the classroom. A teacher should be able to provide activities that address different learning styles that allow students to learn at their own pace and make their own choices. For example, spelling activities could be in forms of colored inks to write the words, magnetic letters to form the words, or cutting and pasting letters from magazines (Willis, 2009, p.27). A good teacher should also have small huddles with the students for a more personalized touch in educating. Special assistance could be given to some students in INCLUSION: A SPEC
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