Understanding Inclusive Education - Essay Example

?Understanding Inclusive Education Introduction Inclusive perspective is one in which there is no intention to leave out any important person while making efforts to reach a certain milestone. Inclusive perspective is based on collaborative effort, in which everybody plays his role in attainment of a goal. Inclusive perspective can be best understood through the example of inclusive education. Inclusive education, or inclusive teaching, means: “teaching in ways that do not exclude students, accidentally or intentionally, from opportunities to learn” (University of Washington 2013, par.3). Inclusion is based upon beliefs, not on strategies. When all students are given equal opportunities, it enhances their learning process, which is extremely beneficial for students at risk. Each student has his own strengths and weaknesses, and he should be included in the process by providing him the kind of opportunities that match his capabilities. Every student’s learning style is different, and thus, it is important for teachers to focus on every student’s learning style. This way, students will not feel excluded, and will be motivated to learn better. An inclusive classroom is where all students interact with the teacher and with each other, and show progress based on collaborative efforts. Hence, an inclusive perspective is necessary if the aim is to achieve success through a well-coordinated effort. Inclusive perspective is based on a collaborative idea, and involves all individuals who must be involved to achieve the milestone in an efficient way. Heterogeneous and cooperative group arrangements while doing a certain task is an example of inclusive perspective. 2. Literature Review Ferguson (2008) discussed international trends in inclusive education, and called it the continuing challenge to teach each and every student with equal preference. He states that inclusive education took its start when it was deemed necessary in the USA and Europe to give equal learning opportunities to disabled students back in 1980s. Although teachers and educators have realized the importance of inclusion, yet they deem it hard to include disable students and minority students in equal learning opportunities because of technological advancements and digital divide. Hence, according to Ferguson, the biggest challenge of the time is to have learning opportunities available to every one and all the time, no matter where the learner resides and what kind of physical fitness he possesses. Thomazet (2009) discusses, in his research, the important of inclusive education. According to him, inclusive education means providing learning opportunities to students with special needs in ordinary institutes. He asserts that inclusive education tends to integrate such differentiating practices that “allow children and adolescents, whatever their difficulties or disabilities, to find in an ordinary school an educational response, appropriate in its aims and means, in ways that do not differentiate between them and the other pupils of the school” (2009: 563). Such practices make the school inclusive, and benefit the students in a myriad of ways. All special needs are catered to, as the school and the educators take the responsibility of including the student in every activity and learning process. Inclusiveness is the next step to integration, states Thomazet (2009). Forlin et al. (2009) conducted a research regarding demographic differences in changing pre?service teachers’ attitudes, sentiments and concerns about inclusive education. The researchers conducted their study on an international data set of 603 pre?service teachers to determine how their demographics changed their attitudes toward inclusive education, and found that inclusive classrooms have raised the need for teachers of regular schools to get prepared to teach diverse student population. The researchers emphasized the importance of teacher training, because they thought that teachers were the primary initiators of inclusive educators. According to them, it is important to educate teachers to include each and every student in the learning process, and to devise such teaching strategies that motivate students to play their part in the inclusive education through their participation. Lindsay (2011) conducted a literature review to determine the effectiveness of inclusive education as a primary measure of education of students with special educational needs (SEN) and other disabilities. His research covered a range of children from pre-school to the end of compulsory education. He called inclusive education as mainstreaming, and found that it helped children achieve both educational and personal outcomes. According to him, it is the basic right of every child with special needs to be included in the learning process. He states that although past research does not provide any valid evidence about positive outcomes, yet inclusive education as a basic right has been discussed in great detail. He asserts that an evidence-based approach is necessary to enforce the utilization of inclusive practices in schools and educational institutions. Jordan, Schwartz and McGhie-Richmond (2009) mention in their research, that inclusive education needs effective teachings skills. This is because it has a myriad of benefits that include student engagement, time management, and an understanding about their level of cognition. Inclusive education is beneficial for students with or without special educational needs in elementary classrooms. The researchers (2009: 235) state that “effective inclusionary practices, and therefore overall effective teaching, depend in part on the beliefs of teachers about the nature of disability, and about their roles and responsibilities in working with students with special education needs.” Teachers, who treat students with special needs with great responsibility and care, also treat those students effectively who have no special needs. However, teacher training and development are important pre-requisites for inclusive education. Boer, Piji and Minnaert (2011) support the same issue in their research, that teachers are the key factors in promoting inclusive education. According to them, positive attitudes are required to implement their great educational change. They studied the attitudes of teachers in the implementation of inclusive practices and their effect on the social participation of students with special needs in regular schools. They found that teachers held neutral or negative attitudes toward the inclusion of pupils with special needs in primary schools. Factors which influenced teachers’ attitudes included training, experience, and type of disability of the pupils with special needs. Although the researchers did not come to any conclusion regarding the effect of teachers’ attitudes on social participation of pupils with special needs, yet it is assumed that proper training can help improve teachers’ attitudes. Florian (2008), Professor of Social and Educational Inclusion at the University of Aberdeen, presented a unique study regarding future trends on inclusive education. She determined the relationship between special and inclusive education for students with special needs in mainstream settings. After asking teachers certain questions regarding their attitudes toward student diversity, and how they treated students with special needs, Lani concluded that “we should look at educational practices and undertake a thorough examination of how teachers work in their classrooms” (2008: 202). She also presented the suggestion that “it is through an examination of ‘the things that teachers can do’ that we will begin to bring meaning to the concept of inclusion” (2008: 202). Hence, she emphasized upon the role of teachers in effective implementation of inclusive education. Rose et al. (2010) reviewed literature from 2000 to 2009 concerning special and inclusive education in the Republic of Ireland. They found that in Irish schools, provisions for students with special educational needs have changed considerably over the last few years. Irish legislation has focused significantly on inclusive school system to address the needs of previously marginalized students. The researchers assert that due to increased awareness regarding inclusive education, Irish schools have started implementing such strategies that focus on students with special needs just the same as students with no special needs. These changes have greatly impacted the performance of the students, and have changed how they view the Irish educational system. The researchers conclude that teacher training should be conducted to improve the standard of inclusive education to come at par with international educational demands. Miles and Singal (2009) mentioned that the Education for All (EFA) Program had a great discrepancy that it did not cover students with special needs and some other marginalized groups of children in many Southern countries. Why they are not provided equal learning opportunities has several explanations, though not very fair ones; for example, these children are uneducable, and the under-resourced schools are not able to cope with them. These explanations make inclusive education very contradictory. Miles and Singal (2009) assert the fact that although inclusive education targets all children with or without special needs, but in Southern countries it specifically fills the gap that EFA left and covers children with special needs exclusively. The researchers suggest that EFA and inclusive education can be integrated together to give rise to “sustainable, and context?appropriate, policies and practices” (2009: 15). Alan (2010), who belongs to the Faculty of Education, Community and Leisure, John Moore's University, England, talks about special and inclusive education in English educational system. He mentions the fact that inclusive education has seen rapid development in England in last 25 years. He also discusses the barriers that inclusive education in England has to face. According to Alan (2010: 61), “many of the barriers to effective inclusion are in practice located within the loci of Government, local authorities as well as that of schools.” Alan suggests that inclusive practices should be well-coordinated and well-resourced so that they are able to help students with special needs. For educational policies to achieve inclusiveness, the views of children, their parents, and their educators must be given importance. Also, children and their parents must choose whether they want inclusiveness or not. It should not be compulsory for them. 3. Laws and Policies regarding Inclusive Education 3.1. UNESCO Policy about Inclusive Education UNESCO policy about inclusive education focuses on the fact that countries must be strengthened to include the concept of inclusive education in their educational plans and procedures. This policy suggests that all people of all ages have the right to education, and that they must be given equal learning opportunities in their selected educational institute. It must not be the choice of the educational institute to select or de-select a particular child; instead, it should be the choice of the learner whether he wants to study in an inclusive system. Hence, the school system must be adjusted to meet the needs of all kinds of students. UNESCO policy acts as a guideline for policy makers, teachers, parents, and students; and, also acts as a parameter for inclusiveness in education. According to UNESCO (2009: 9), why this policy emphasizes on inclusive education has several justifications: First, there is an educational justification: the requirement for inclusive schools to educate all children together means that they have to develop ways of teaching that respond to individual differences and that therefore benefit all children. Second, there is a social justification: inclusive schools are able to change attitudes toward diversity by educating all children together, and form the basis for a just and non-discriminatory society. Thirdly, there is an economic justification: it is less costly to establish and maintain schools that educate all children together than to set up a complex system of different types of schools specializing in different groups of children. 3.2. Individuals with Disabilities Education Act (IDEA) Individuals with Disabilities Education Act (IDEA) is a component of the three-tiered federal approach aimed at helping children with special needs in their education. The other two components are the American with Disabilities Act (1990) and the Rehabilitation Act (1973). This Act also provides students protection from discriminatory behavior at schools. They are provided services that meet their special needs. According to the National Council on Disability (2004: 16), this Act demands that, “All children with disabilities ages 3 through 21 receive a free, appropriate public education that meets their unique needs, regardless of the type or severity of their disability.” Also, the school and classroom environment should be the least restrictive. An Individualized Education Program (IEP) has been prepared for such students, which holds instructions regarding the special services they require in attaining education in the same way as other children. The IEP is prepared by combined efforts of the school administration, special education personnel, and the parents. 3.3. Behavior Policies to Promote Inclusive Education Behavior policies can very well be effective and inclusive in schools; or in other words, school behavior policies are crucial in establishing and maintaining behavior and inclusive practices in classroom setting. It is important for school admin to make sure that this behavior policy is made effective. “Heads and governing bodies must ensure they have a strong behavior policy to support staff in managing behavior, including the use of rewards and sanctions” (Department of Education 2013, par.3). To make a behavior policy inclusive, school officials must make sure that teachers, pupils and their parents, all are encouraged to take part in designing the policy and formulating the rules and regulations. This not only boosts pupils’ and their parents’ interest in school activities, but also makes them feel valued and respected. This also makes them feel responsible regarding the maintenance of behavior and discipline in the school. Parents can be involved in behavior management of their children in schools through proper guidance and advice at homes. Parents can be encouraged to take part in maintaining school behavior policy through: (1) their valuable suggestions and recommendations; (2) their involvement in children’s curricular and extra-curricular activities; and, (3) their coordinated effort with teachers to help children learn mannerism, values, and standards. In short, a school behavior policy can be made effective and inclusive, if proper measures are taken to guarantee its implementation and inclusion of pupils and their parents. 4. Holistic Environment as Primary Inclusive Practice According to Miller (2000, par.2), “holistic education is based on the premise that each person finds identity, meaning, and purpose in life through connections to the community, to the natural world, and to spiritual values such as compassion and peace”. Holistic tradition persuades students to work in groups and engage in vigorous group activities to discuss and experiment with their topic while focusing on the practical illustrations; and, this is the essence of inclusive education. The teacher serves as a facilitator rather than an instructing boss, and this aids the students in better communicating with the teacher and with other members of the group, and in getting an improved understanding of complicated problems related to their curriculum. An ideal inclusive curriculum would have the students focus not only on the theoretical segment of the subject but also upon the practical objectives that can also be applied to their personal and professional lives. An inclusive healthy, holistic atmosphere encourages all students to work in groups in an informal environment where teacher does not act as a dictator; rather, the students act as their own instructors. They discuss the topic among themselves; ask each other questions; and, try to come up with the best possible solutions. This way, they learn to better communicate with peers and get to know each other better along with achieving a clearer concept about the topic in hand. An ideal environment should so much keep the student occupied with the topic that they want to stay in the class even after the class is over so that they can argue about the uncertain concepts with the teacher. However, even when all the students are working in groups, a teacher should be there to supervise them without letting the students feel that they are being bossed and dictated. It should be made sure that a collaborative environment is promoted where students learn by talking and talk by learning. They feel empowered when they are given the chance to have the classroom all by themselves where they can sit in whichever manner they want and engage in healthy discussions full of enthusiasm. Practical learning should be made possible which is helpful for the students even later in life. Moreover, inclusive education emphasizes upon the fact that there should be no division between high-ability and low-ability students. Even if tracking is applied within classes, still this is the function of an ideal holistic environment to help each and every student take part in the group discussions without lowering their self-respect and without making the high-ability students feel privileged. Thus, all students tend to have a parallel collaborative environment for learning. Also, focus should not be only on lesson procedures and syllabus; rather, extracurricular activities should also be arranged for the students, and inclusive approaches to teaching, learning and student evaluation should also be incorporated in the inclusive curriculum. This is how we can help create a healthy, holistic environment where students can improve their physical, cognitive and socio-emotional abilities. 5. Learning Style Assessment as another Important Inclusive Practice The term learning style made its appearance in the literature in the 1970s. Every student has his own unique good or bad style of learning new things (Dunn 2000). Inclusive educators and students need to understand different learning styles in order to improve learning, because learning styles have a practical application in education and training. Independent learning is the type of learning in which the learner takes charge of his learning process. This learning style makes the learner responsible as he knows that he is accountable to himself of the consequences. Independent learners are able to make decision and make informed choices without relying on their teachers and colleagues. Inclusive practice plays its part when educators ponder upon every student’s dependent learning style, in which the learner only does what is required and shows little curiosity in knowing more. Dependent learners are always looking up to their peers, teachers and authority figures for support and guidance. For example, VAK model defines three types of learning styles: visual, auditory and kinesthetic. Visual learners need to see things to understand them because they relate what they see with the content. They like to draw diagrams, maps and graphs, use flashcards, and make mental pictures of the concepts. Auditory learners learn by listening to things. They like to discuss things with peers, record lessons and listen to them, and engage in debates. Kinesthetic learners learn by doing things with hands for example, they highlight their notes and repeat lesson while jogging in the park. Hence, by understanding every student’s dependent learning style, educators can make sure that education is made inclusive as every student’s learning needs are met. 6. Example- Inclusive Education for Children with Dyslexia Dyslexia is a learning disability, and teaching dyslexic children in mainstream schools involves specially designed teaching strategies. It is important to understand the problems of such children in classroom, in order to plan lessons accordingly. Such children with special needs require special support with their learning styles. A multisensory inclusive approach is the best which supports the child in all the three ways: auditory, visual and kinesthetic. ICT (information and communication technology) also offers many inclusive solutions for children with disabilities. There are a lot of ICT tools available in the market and on the internet that help dyslexic children adapt to their new learning environment which is more efficient and more helpful to them. These tools help children who find difficulties such as language hurdles, cultural hurdles, writing trouble, reading difficulties, math difficulties, memorizing difficulties, and environmental disadvantages (Namibia Training Authority 2006:11). ICT resources, like internet, discussion forums, special interest groups (SIGs), educational softwares and e-learning centers, have helped a great deal in meeting the needs of dyslexic children. However, this calls for teachers’ training in this context and their willingness to deal with such students in an inclusive environment. They must understand that such children need extra time and effort in understanding the lesson; and, hence they should be treated quite differently in lesson, but not in a way that makes them stand out. Hence, teachers must implement such inclusive learning strategies that help dyslexic children retain information in their memory for longer time, while helping them maintain their self-esteem at the same time. 7. Conclusion Summing it up together, it must be said that children with special needs require the same level of attention, or perhaps even more, as their normal peers. They must be given the same level of educational services, and must be provided necessary modification in their instructional process, so that their learning may be enhanced. Including children with special needs or with learning/physical disabilities in learning and performing in classrooms can be a very challenging task for teachers. It is crucially important to encourage inclusive education, in which the classroom is converted into such a learning environment where students with special needs are encouraged to learn and develop self-confidence, without having to face ridicule. Holistic environment in classroom setting and learning style assessment are the most important inclusive practices that must be ensured in order to provide equal learning opportunities to students belonging to all age and capability categories. In short, this paper pondered upon the concept of inclusive education in great detail, and focused on the fact that inclusive education must be ensured in order to improve the level of education of a country. This paper can prove to be very helpful as a guide toward inclusive education for educators, students, and parents. References Alan, H., 2010. Inclusive and special education in the English educational system: historical perspectives, recent developments and future challenges. British Journal of Special Education, vol. 37, no. 2, pp. 61-67. Boer, A., Piji, S.P., & Minnaert, A., 2011. ‘Regular primary schoolteachers’ attitudes towards inclusive education: a review of the literature.’ International Journal of Inclusive Education, vol. 15, no. 3, pp. 331-353. Department of Education, 2013. ‘Guide for heads and school staff on behavior and discipline.’ Departmental Advice. [Online] Available at [Accessed 7 December 2013]. Dunn, R., 2000. ‘Learning styles: theory, research, and practice.’ National Forum of Applied Educational Research Journal, vol.13, no.1, pp. 3-22. Ferguson, D.L., 2008. ‘International trends in inclusive education: the continuing challenge to teach each one and everyone.’ European Journal of Special Needs Education, vol. 23, no. 2, pp. 109-120. Forlin, C., Loreman, T., Sharma, U., & Earle, C., 2009. ‘Demographic differences in changing pre?service teachers’ attitudes, sentiments and concerns about inclusive education.’ International Journal of Inclusive Education, vol. 13, no. 2, pp. 195-209. Jordan, A., Schwartz, E., & McGhie-Richmond, D., 2009. ‘Preparing teachers for inclusive education.’ Teaching and Teacher Education, vol. 25, no. 4, pp. 535-542. Florian, L., 2008. INCLUSION: Special or inclusive education: future trends. British Journal of Special Education, vol. 34, no. 4, pp. 202-208. Lindsay, G., 2011. ‘Educational psychology and the effectiveness of inclusive education/mainstreaming.’ British Journal of Educational Psychology, vol. 77, no. 1, pp. 1-24. Miles, S., & Singal, N., 2009. The Education for All and inclusive education debate: conflict, contradiction or opportunity? International Journal of Inclusive Education, vol. 14, no. 1, pp. 1-15. Miller, R., 2000. ‘Holistic education.’ A Brief Introduction to Holistic Education. [Online] Available at [Accessed 7 December 2013] National Council on Disability, 2004. Improving Educational Outcomes for Students with Disabilities. [Online] Available at < http://www.educationalpolicy.org/pdf/ncd.pdf> [Accessed 7 December 2013] Rose, R., Shevlin, M., Winter, E., & O’Raw, P., 2010. Special and inclusive education in the Republic of Ireland: reviewing the literature from 2000 to 2009. European Journal of Special Needs Education, vol. 25, no. 4, pp. 359-373. Thomazet, S., 2009. ‘From integration to inclusive education: does changing the terms improve practice?’ International Journal of Inclusive Education, vol. 13, no. 6, pp. 553-563. UNESCO, 2009. Policy Guidelines on Inclusion in Educations. [Online] Available at [Accessed 7 December 2013] University of Washington, 2013. ‘Employing inclusive teaching strategies.’ Engaging Students in Learning. [Online] Available at < http://www.washington.edu/teaching/teaching-resources/engaging-students-in-learning/ > [Accessed 5 December 2013] Read More