Applying the Inclusive Education Sstrategy - Research Paper Example

Topic: Education Inclusion Even though a teacher’s priority is to set a neutral cultural for the entire to negate any differences amongst the children, there would be differences and tensions at individual level especially when it comes to their ability to learn, and a teacher must be proactive about it. One way to do that is to apply inclusion diversity strategy in the classroom. (Ambrose n.p.) Inclusive education refers to a way of teaching where teaching is more aligned toward teaching an individual and fulfilling an individual students needs. (Inclusive Teaching Strategies n.p.) Benefits of Inclusive education includes; connecting with a variety of students, conflicting ideas and issues can be discussed during controversial discussions, students are more connected to the course material as the course is designed in such a way in inclusive teaching, students feel more comfortable as each of them is treated equally and as their issues are resolved they are more open to voice their questions and above all this style is more likely to give a higher individual success rate as par its teaching style, students learn more. This is the most recent approach that fully facilitates the idea of providing both disabled and regular students same platform and equality. The only problem with this approach is that it requires a whole new level of struggle by the teachers and the educational programs to fulfill both contradicting issues at hand; maintaining the standard of education provided and on the other hand eliminating the concept of discrimination and providing equality. (Inclusive Teaching Strategies n.p.) Mainstream style of teaching basically is designed to match the globally competitive level of education by providing higher standards of education. The benefit of this approach is that it acts as a facilitator of inclusive education as it is a sign of raised education standards by providing and fulfilling the needs of each and every student even those with learning disabilities. This would raise the standard of education as the educational system would be called a “responsive” system. On the other hand there is also a negative impact of this approach as it also negates inclusion of disabled students. By providing both regular and disabled students with same standard of education, this policy would lower the overall learning of the class, hence the overall progression by the students will decrease as a regular student would have learned and progressed more, if had studied in a regular school, creating a discrepancy between what he has learned and what he needs to learn and was capable of it but could not. (Florian, pg 7-20) Integration is an approach where the opportunities for the participation of a disabled child within an educational system has increased but to a lesser extent than inclusive approach where both regular and disabled students are considered equal. In integration approach there are still ways to include them. (Advocacy for Inclusion n.p.) In the past integration was practiced by “acceptance of children with disabilities”, but still differentiating the two. There were programs which were integrated, activities like trips, along with educational programs which were not fully integrated. The benefit of this approach was fulfilling maximum needs of each type on same platform but on the other hand there was still a feeling of discrimination amongst the disabled. Research shows that diverse learners involve students with cognitive, language, speech communication, social and emotional, difficulties, physical, learning and sensory disabilities, developmentally delayed students, those with autism spectrum and those who struggle to acquire reading, writing and math skills. There are few schools which show little resistance in their environment for the learning of these students. Such schools require strong management staff and administration to diminish such resistance. We can see that this issue is considered as an important agenda and that government along with NGOs have started taking initiatives to provide disabled minorities their rights .This can be seen by a number of programs that are working on this agenda. Like there a couple of school programs running like, Amit Jewish agency program providing support to multiple day schools and pre-schools and Charlotte Jewish day school. They are not only providing consultation services nut a whole package with parent seminars, ability awareness sessions training programs to bring both people with and without disabilities closer. These programs do face a resistance by the parents of students without any disability as it threatens them that it might influence their child but then again these issues are resolved by awareness seminars where they are explained that all Jews have a right to Jewish education Programs (Noteworthy Practices in Jewish Day School Education pg 4-27) There are also other programs that are integrating religious and special education like Boston’s Gateways programs. There are seven day schools serving 140 students providing therapists, learning specialists and also trains teacher. (Seth Berkman and Anne Cohen) These programs have been proved successful and all learners are benefited, both the disabled and those without disabilities as they also learn from their peers and have become more accepting and compassionate creating an atmosphere full of respect and education. Helping students and children to learn to be thankful and to overlook weaknesses in a person and look forward to one’s strengths and to keep believing in others and own self, despite the weaknesses. Programs (Noteworthy Practices in Jewish Day School Education pg 4-27) Since 1960’s federal legislation has been working on the laws of students with disabilities in particular children and youth. There are also federal educational programs promoting students educational right which are administered by the states. These laws are aimed to protect discrimination of the disabled individuals which they face in the society and specifically in the educational system and to provide them with equal educational opportunities like all other students who are not disabled and to eliminate this divide. (Disability & Education Laws." National Dissemination Center for Children with Disabilities n.p.) One of these acts is “No child left behind” act (NCLB). NCLB law is the reauthorization of the Elementary and Secondary Education act that is NCLB is the most recent version of this act. NCLB provides funds for poor students in return to their academic progress improvements. It is the most currently active education law and has brought about sweeping changes to our educational system. It focuses on filling any student achievement gaps and this is done by providing high-quality education, and fair and equal opportunity to all the students so that they can perform better and have a better standard of education. Under this law states run student tests in grades 3-8th grade and once even in high school to test their math and reading skills which are expected to meet the set standards by 2014. (What is the "No Child Left Behind" Law?) There are four basic elements of this bill: accountability, parent involvement, flexibility and research-based teaching methods. Accountability refers to ensuring academic proficiency of students that are disadvantaged. Flexibility element refers to the usage of federal education funds by the schools for the improvement of students. Research-based education element refers to the application of scientifically proven effective educational programs and practices to improve the overall system. Parent-involvement refers to involving parents of students by providing them with more options. (What is the "No Child Left Behind" Law?) There is an accountability requirement called Adequate Yearly Progress (AYP), which accounts for NLCB’s requirements for states to develop state testing systems and state academic requirements to meet federal requirements. All the schools, districts and states under this act must take AYP to meet the ultimate goal that all students must score at the proficient level in reading and math. (What is the "No Child Left Behind" Law?) There are other main laws like the Individual with Disabilities Education Act (IDEA). This is one of USA’s special education laws. It provides more than 6.5 million deserving disabled infants, toddlers, children and youth educational related services. This act helps giving guidance to states, districts, schools and public agencies on how to provide these services, early intervention and how to improve educational system for the disabled. There was another act, the Rehabilitation Act of 1973, section 504. This act came before IDEA and was a civil right law for prohibition of discrimination of children and students on the basis of disability. Specifically section 504 of this act plays a very important role in the educational sector discrimination, and for those students who are disabled but still do not fall under IDEA for special educational related services. Here is another act, the Americans Disabilities Act (The ADA). In 1990 this act was passed by the Congress and signed by the President into law. This act of the ADA was the first act that comprehensively declared equality for people with disabilities. This act basically was passed for the protection of the civil rights of the disabled Americans not only in educational sector but protecting all the civil rights and public services like using and accessing public accommodations such as restaurants, hotels and stores, where all other people who are not disabled have access, and also to use services like transportation and public parks. Then there is this Assistive Technology Act (ATA), which focuses on providing the disabled people with the access to assistive technology devices and services. Assistive technology is referred to technology which would help and assist disabled people with their daily basis functioning at work, school, home, and community."Disability & Education Laws." National Dissemination Center for Children with Disabilities. N.p., n.d. Web. 14 Dec. 2013. “Failure to help the gifted child reach his potential is a societal tragedy, the extent of which is difficult to measure but what is surely great. How can we measure the sonata unwritten, the curative drug undiscovered, the absence of political insight? They are the difference between what we are and what we could be as a society.” (James J. Gallagher) Works Cited "Inclusive Teaching Strategies." CTE -. N.p., n.d. Web. 15 Dec. 2013. . “Developing Inclusive Practice: A Role for Teachers and Teacher Education, Martyn Rouse -University of Aberdeen” “Florian, L. (2007) Reimagining special education. In L. Florian (ed.). The SAGE handbook of special education. London: Sage. Pp 7-20.” “Rabbi Harold Kushner asserts in his editorial comment in Etz Hayim on Mishpatim” “Programs" Noteworthy Practices in Jewish Day School Education” . Boston: PEJE, 2006. 4-27. “Advocacy for Inclusion - Disability Council of NSW, 1998.” “Mainstreaming, Integration, Inclusion-Our Future-Inclusive Child care project by Child Care Center” Seth Berkman and Anne Cohen, 2013, March, Referred from: “http://forward.com/articles/172945/should-every-disabled-child-get-a-jewish-education/?p=all#ixzz2nBbs7f00” “Ambrose, S. A., Bridges, M.W., DiPietro, M. & Lovett, M.C. (2010). How learning works: Seven research-based principles for smart teaching. San Francisco, CA: Jossey Bass.” Superintendent of Public Instruction ,Washington,2012, Referred from: http://www.k12.wa.us/esea/nclb.aspx James J. Gallagher, 2002,Gallagher, S.A., & Gallagher, J.J. (2002). Giftedness and Asperger’s syndrome: A new agenda for education. Understanding Our Gifted, 14, 7-12. "What is the "No Child Left Behind" Law?." The National Center for Fair & Open Testing. N.p., n.d. Web. 15 Dec. 2013. . "Disability & Education Laws." National Dissemination Center for Children with Disabilities. N.p., n.d. Web. 14 Dec. 2013. . Read More