Inclusion and Exclusion in Education, Students Unequal Outcomes when Participating in Training - Essay Example

Running Head: INCLUSIVE EDUCATION Inclusive Education Name Institution Date Introduction Inclusive education refers to the procedure of addressing the different needs of all students by eliminating barriers within, and to the learning environment. It is type of education where students from diverse backgrounds are given educational services without any discrimination. Inclusive education entails creation of inclusive classrooms environments that constructively respond to poverty, class, disability, gender and education for an anti-racist and multicultural society. Inclusive education is about enabling learning institutions to serve all learners and this implies creating learning institutions which welcome all students, in spite of their difficulties, disadvantages, or characteristics. Inclusive education also means setting learning institutions in the wider framework of education schemes, where there is both non-formal and formal education. It draws upon all communal resources to make sure that the needs of diverse students can be effectively met. Exclusive education implies that some students are denied are simply denied educational rights as a result of being perceived as diverse in terms of race, sex, culture, ability socio-economic backgrounds or class. Inclusion and exclusion in education Inclusive education is viewed in terms of including the traditionally marginalized or excluded groups and providing all learners with societal membership and increased opportunities for social and economic development. Exclusive education is a form of education system that discriminates certain groups of students whereby learning institutions do not particular groups as a result of their gender, religious beliefs, race, ethnicity or socioeconomic status. Inclusion makes sure that each learner fells welcome and his or her unique learning styles and needs are valued and attended to. Inclusive education is mainly about restructuring school practices, policies and culture so that they are able to respond to diversity of learners. It views individual diversities as an opportunity for enriching schooling and embracing change in the education systems (Thomas, 2004). Inclusive education addresses the learning requirements of all students, with a precise focus on students who are susceptible to exclusion and marginalization. It also focuses on students who are enrolled in education institutions, but are excluded from studying and those who aren’t enrolled, but they could take part if learning institutions were more flexible to accommodate these students and how comparatively small groups of students with impairments might need some extra support. The overall objective of inclusive education is a learning institution where all learners are taking part in education and are also treated equally without any exclusion regardless of their diverse backgrounds. It also gives attention to learners who do not fully participate and considers the types of education offered for all students. Emphasis is also placed on which students are offered the opportunity to take part in learning, and those on are excluded and what this exclusion is based on. Inclusive education addresses and responds to the diversity of requirements of all students by increasing participation in cultures, learning and communities, and reducing exclusion from and within education. It entails modifications and changes in approaches, structures, contents, strategies and policies aimed at including all students in education system (Armstrong et al, 2000). Inclusive education provides suitable responses to the wide range of learning needs in non-formal and formal educational settings and other than being a minor subject on how several students may be incorporated in mainstream education; it looks into ways of transforming education systems so as to respond to diversity of students. It enables learners and students to feel contented with diversity and to view it as enrichment and a challenge in the learning atmosphere, other than a difficulty. Inclusive schools focus on making education superior for children at margins of studying so that all learners have the ability to meaningfully participate with life and curriculum of the school. Inclusive schools aid in building of inclusive societies where differences of people are valued, where every member is encouraged to contribute and where human values created enrich the society. Why some groups of students experience unequal outcomes when participating in education and training. Some groups of students experience unequal outcomes in education and training because of discrimination or prejudice on basis of their sex, culture, ethnicity, religious beliefs and socioeconomic backgrounds. Prejudice may occur through lack of understanding or knowledge of diversity when schools or teachers make presumptions about students because they belong to a certain group. Discrimination in education leads to inequality in learning opportunities. Direct discrimination or exclusion happens when children are not permitted to access school activities or curriculum as a result of their certain situations like race, disability or gender. For instance, a school might not accept a student because of her or his special educational requirements or a group of students as a result of their race. Indirect discrimination usually happens when procedure and practices are applied without taking into account individual’s circumstances. In this case students are not excluded directly, but they will not be able to take part as a result of their individual situation (Odom, et al, 2005). Ethnic and racial based discrimination in education is very common and leads to unequal outcomes in academic and social achievements. Discriminatory of exclusion behaviour usually results to harassment and has a negative economic and social impact. It results to unequal treatment, which consequently generates within schools and communities. Directly excluded students disappear from the educational scheme by dropping out of school for long durations of time with no educational input. These children do not get employment opportunities as a result of low levels of education and this leads to poverty, social isolation and juvenile crimes. Indirect exclusion leads to internalization of negative stereotypes and evaluations which affect the self esteem and psychological wellbeing of students, which in turn increases risk of psychological stress and depression and reduced academic performance. Indirect exclusion also produces negative emotions like fear and stress which affects the overall education and social life of students (Reimers, 2001) Impact of government policy, legislative and regulatory frameworks on my teaching practice Government have several legislations and policy frameworks such as civil rights laws which prohibit exclusion of students in secondary and elementary school systems , universities and colleges, and vocational schools. Therefore inclusion is important in classroom because these laws and acts must be followed by teachers. As a teacher I am supposed to know that I am highly regarded as the key to change from exclusive to inclusive education. I am supposed to create an inclusive classroom which includes normal and students with special needs. Every child should be comfortable in the class and should not be judged on gender, race, socio-economic background or teacher. The teaching goal of a teacher is to develop engaging lessons that may be adapted to diverse learning needs and styles. The lessons should develop the students’ acceptance and understanding of all forms of people. Thus the teching practice should recognize that even if students share common characteristics like socio-economic status and race, they usually tend to focus more on things that divide them other than those that unite them and a teacher should create an inclusive culture in the classroom. This can be achieved by emphasizing commonalities and giving learners time to get to know one another and discover interests (Carrington, 2000). This can be achieved by a number of ways such as game playing, strategic seating and assigning learners to mixed, flexible groups for cooperative studying activities. The teaching practice can embrace diversity when a teacher highlights the contributions every learner brings to the classroom community. Thus a teacher can impress upon learners how fortunate they are for their ability to share with and learn from one another and encourage them to share special talents and gifts with the class. Inclusive education an important concept for teachers to understand Inclusive education is an important that teachers should understand because it entails inclusive teaching which implies teaching in a manner that don’t exclude learners intentionally, or accidentally, from any learning opportunities. Inclusive teachers reflect on the manner, in which they teach students, as well as what they teach, so as to engage a variety of learning styles and experiences their learners bring to the learning institutions and classrooms. Communicating apparent anticipations, use of inclusive language and articulation of a teacher’s commitment to honoring different perspectives contributes to an increasingly welcoming learning atmosphere (Evans, & Lund, 2002) When teachers recognize differences of students, they are able to understand ways of systematically improving the achievements of disadvantaged learners. Therefore teachers are supposed to have an improved understanding of the economic and social factors that influence the ability of their students to engage in learning. Learning about diversity offers teachers a chance to refine and update their knowledge of matters of gender, poverty, location, culture, sexuality and disability and to efficiently deliver productive pedagogy. Teachers are also able to offer localized responses that put into considerations the how the students interrelated cultural, geographic, economic and social factors influence their communities and assess the aptitude, knowledge and skills of their students with respect to subjects they teach. Some attributes of diversity such as race, age, sex, physical ability and ethnicity are visible while others like ancestry, culture, religious beliefs, socio-economic background, mental ability and language are invisible. Since some diversity is less visible and it is therefore not possible to know the situation of every student, teachers who understand diversity of their students strive to utilize inclusive examples and language. Diversity is supposed to be viewed as the core of civic education system rather than viewing communities, families or students as the problem, it positively responds to the requirements of different student communities. Teachers’ belief and culture in the ability of the students including identification of diverse strengths and weaknesses are vital elements in improving the educational and social outcomes of the students (Daniels, 2000) Inclusive teaching, accompanied by teachers who have a belief that they are the most significant factor in improving the outcomes of their students are likely to offer a connected curriculum, with an increased intellectual quality as well as increased levels of student engagement. Inclusive education is beneficial to students because when they engage in classrooms that mimic the similarities and differences of persons in the real or outside world, they naturally learn to understand and respect diversity. Acceptance, respect and understanding grow as students with different abilities and cultures interact with one another. Inclusive classrooms also develop places where students create and develop friendships with one another whilst strengthening their interactive and social skills. Since it generates a solid group, inclusive education promotes civil rights of every learner, offers support to social value of respect and equality, teaches socialization and collaborative skills, builds support and interdependence between learners, and promotes social peace. Inclusive education also enables children who have been previously excluded to live normal lives since the inclusive setting, enable these children to attain a sense of belonging with different groups of people. Inclusive education is beneficial to teachers because it enables them to handle an inclusive classroom Mittler (2000) argues that inclusive education enhances teachers to be to be better role models since they are able to understand and recognize several types of learners and how to handle them and they can as well teach these values to their students. Inclusive education also gives teachers an opportunity to intermingle with other inclusive educators via conferences and workshops and by doings so they attain an excellent understanding with general inclusive teaching process. Teachers also get exposure to several situations within the classroom because students have different needs which require different attention or assistance. This consequently helps teachers to widely think and engage in additional work so as to enhance then better equipped to deal with diverse needs of students. This also enables teachers to be more professional. How teachers’ understanding of inclusive education shape their teaching practices Inclusive education focuses on the diversity of students in the learning institutions or classroom. However, a teacher brings a variety of diversity matters in the classroom. Teachers bring their culture and physical appearance into class as students do. How a teacher looks, how he speaks, and how he acts on his views of the function of academics and the degree to which these deviates from the cultural, intellectual and physical backgrounds have a profound influence on the interaction between the teacher and the students. Therefore a teacher is supposed to be conscious of possible responses amid the students to his gender, race, physical attributes, age, abilities and ethnicity (Henderson, 2001). Preparing for such responses will require to teachers to know much about the students, and also to turn the mirror to themselves and find out more about their personal diversity issues. If students perceive a teacher as belonging to a certain ethnic or racial group, they draw conclusions from this classification and this affects the learning atmosphere. According to Booth, & Ainscow, (2002), the best way of minimizing the probability that the teacher’s perceived diversity is likely to influence the behaviour of students is by establishing a safe atmosphere whereby the whole class can discuss the diversity of both the students and the teacher. This safe environment established diversity between a successful class where both students and teacher fear each other, and experience uneasiness when discussing real issues. The presumption that diversity is only based on students in the class may make it difficult for teachers to identify personal hidden presumptions. This might consequently obstruct suitable learning in the classroom, as teachers might unwittingly incline the selection of reading materials to use or the form and direction of class discussions. These devices are essential for structuring a class and usually beneficial to the perspective of teachers. Therefore a teacher needs to be conscious of his assumptions and presuppositions so as to prevent forms of slants that may be harmful to students or unnecessary strain the relation of the teacher with the students. The diversity of students can act as a catalyst for emotional and intellectual growth for both the teacher and students. When viewed as an opportunity other than a handicap, diversity of the class can enhance the forms of change the inclusive education is intended to promote. A motivated teacher is able to challenge the hidden presumptions in the class and offer fair and equal access for learners from all backgrounds to her or his chosen field (Ainscow, 2002). How my understanding of inclusive education shape my teaching practice My understanding of inclusive education will positively shape my teaching practice by enabling me to understand the diverse nature of my students. As a teacher I will be able to identify and think about the less visible and visible diversity that exists in my class and community particularly in relation to ethnicity, sex, physical and mental ability, socio-economic background and age. I will avoid making presumptions related to diversity of learners in the classroom and identify that not every student might know their cultural backgrounds and I will use classroom displays and posters to embrace affirming and positive messages that endorse respect for diversity and inspire activity to counter abuse of rights or injustice. My knowledge of inclusive education will also help me to reflect the way my teaching practices may accidentally reinforce social and educational inequalities and make changes accordingly and offer every student with opportunities to express perceptions and views on diversity in the school , I a way that offers them dignity, respect and the chance to speak without fear of reprisal. I will also be able to confront and address belittling behaviour among students such as comments or jokes the target other on basis of sex, family structure or race when I learn of it or witness and name it as a type of intimidation and engage learners to critically think about it. Inclusive education will enable me to routinely acknowledge learners, both privately and publicly, for the acts they engage in developing a community that is free of sexism, racism and other types of discrimination and hurtful behaviour and discuss with my coworkers ways of promoting social justice and diversity within classroom practice. It will also enable me to actively network with numerous communities which are concerned with promotion of social justice and diversity, and look for strategies to integrate their contributions in classroom. Conclusion Inclusive education is an important aspect in education system that every learning institution and teacher must endorse. It makes sure that students from diverse backgrounds attain an equal opportunity and treatment in learning institutions. Inclusive education is beneficial to students because inclusive classroom enable students to accept, understand and respect one another and this promotes their social and interactive skills. It also enables previously excluded children to have a sense of belonging and social inclusion when they interact with other students who are diverse from them. Inclusive education is also beneficial to teachers since it enables them to create and manage an inclusive classroom and meet the diverse social and educational needs of every student. Learning about diversity of students enables teachers to update and improve their teaching strategies to ensure learning needs of students are met. Therefore a classroom practice that offers positive learning experiences, respect, safety and inclusiveness for all students is the objective of any teacher who endorses diversity and seeks to deliver to the social and human development of her or his students. References Armstrong, F. et al (2000). Inclusive Education, Policy, Contexts and Comparative Perspectives. London: David Fulton. Daniels, H., (2000). Special Education Re-formed, Beyond Rhetoric? London: Falmer Press. Mittler, P., (2000). Working Towards Inclusive Education: Social Contexts. London: David Fulton. Evans, J., & Lund, I., (2002). Inclusive education, are there limits? Journal of European Special Needs Education, 17(1): 18-25. Odom, S. et al (2005). On the forms of inclusion: Context and service delivery models, Journal of Early Interventions, 22, 185-199 Ainscow, M., (2002). Effective schools for all. London: Fulton. Booth, T., & Ainscow, M., (2002). Index for inclusion: developing learning and participation in schools. Bristol: CSIE. Carrington, S. (2000). Inclusion needs a different school culture. International Journal of Inclusive Education, 3(3): 257 -268. Henderson, J. G. (2001). Reflective Teaching. New Jersey: Merrill Prentice Hall. Thomas, G., (2004). Inclusive education: Readings and reflections. California: Open University Press. Reimers, F., (2001). Unequal schools, Unequal chances: The challenge to equal opportunity in the Americans. New York: David Rockefeller center. Critical Reflection My research on inclusive education has enabled me understand that inclusive education addresses the learning needs of students from diverse backgrounds and mostly focus on inclusion of students who are vulnerable to exclusion from education system as a result of their gender, ethnicity, race, and sex or socioeconomic status. It has also taught that inclusive education involves inclusive teaching which requires a teacher to teach in a way that do not exclude or discriminate students accidentally or intentionally from learning opportunities. This understanding will positively shape my teaching practice because it will enable me to identify the diverse nature of students and endorse the visible and less visible diversity in my class while delivering education services to the students. I will also be able to avoid making assumptions related to diversity of my students and use teaching strategies that will display positive messages that support respect for diversity. I will also be able to reflect on how my teaching practices are likely to influence social and education inequalities and make essential changes that will offer all students a chance to learn and interact with fellow students. I consider my understanding of inclusive education and diverse education needs of students as my strongest parts of my assignment because this understanding has equipped me with knowledge that will enable me to create and manage an inclusive classroom that will accommodate all students regardless of their diverse backgrounds. I feel that my weakest portion of this assignment is my lack of understanding of how students identify and understand because this will pose problems when relating with students. I researched on this assignment by looking on how students are diverse and how this diversity contributes to the need of teachers to come with teaching strategies that ensure all students are offered equal learning opportunities. However, I will not employ this strategy next time because I want to understand how students themselves view diversity. Therefore I will ask students to give their opinions on inclusive education and how their differences negatively or positively affect their learning and academic and education outcomes. Read More