essay questions about inclusive education

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Inclusive Education Essays (Examples)

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Inclusive education educational institutes throughout the country.

Inclusive Education Educational institutes throughout the country are seriously considering inclusive education. There are serious limitations in the secluded education system. First of all, specialized education system casts serious limitations on the disabled student. In the long run when the student comes out of the protective environment of a secluded education system he is not equipped with the skills to be successful in the world outside. In most of the cases secluded education systems only shield the disabled student from the practical world rather than equipping him with the skills to hold his place in the world. While laws and court rulings have consistently supported the education of students within the least restrictive environment, there hasn't always been agreement as to what exactly that environment would look like for each child. There has been a great deal of debate regarding the benefits and drawbacks of inclusive, as well as, self-contained education….

Bibliography

Freund, M., & Wald, P.J. (1995), "An early education program for children with disabilities. Final report" Washington, DC: Department of Teacher Preparation and Special Education

Debbie Staub, "Inclusion and the Other Kids," Accessed on May 3rd 2004, http://www.inclusiveschools.org/OP_Kids.pdf

Inos, R.H., and Quigley, M.A. (1995). Research review for inclusive practice. Honolulu, HI: Pacific, Region Educational Lab

Hallahan, D.P. And Kauffman, J.M. (1994). Exceptional Children: Introduction to Special Education, Boston: Allyn and Bacon.

Inclusive Education

people find it easy to criticize special education. No matter what special education departments or their staff do, there will always be someone ready to tell them that what they're doing is all wrong. While not all students who have received special education services have done well, certainly other students have been beneficial. However, given the importance of teaching children who have significant educational problems, it is crucial that special educators look at what they do, why they do it, and where those actions could be improved. The issue of how best to teach students with special needs is an important one: in the United States, although student population has only increased by 2% in the last 25 years, the number of students receiving some sort of special education services has increased by 47%. Examining the research can be of great help when looking at how to improve special education, because….

BIBLIOGRAPHY

Atkinson, Ivan. 2002. "Attention deficit hyperactivity disorder: special education policy and practice in Australia." Australian Journal of Education, June.

Bongers, Joyce. 2001. "Caseload in Special Education: An Integration of Research Findings." Exceptional Children, January.

Cook, Bryan ., and Schirmer, Barbara R. 2003. "What is special about special education?: Overview and analysis." Journal of Special Education, October.

Heward, William L. 2003. "Ten faulty notions about teaching and learning that hinder the effectiveness of special education." Journal of Special Education, January.

AAC's Role in Inclusive Education and Child Development

evised Introduction: Challenges and Strategies in Assisting Children with DisabilitiesHandling the needs of children with disabilities is a complex task for both families and professionals, whether at home or within educational environments. To effectively handle these issues, it is crucial to harness technology efficiently, particularly in selecting and comprehending the correct Assistive Technology (AT). As an element of Information and Communication Technology (ICT), AT has undergone substantial development since the rise of microcomputers in the 1970s, with its inception dating back to the earlier part of the 20th century. Advancements have heavily influenced the evolution of AT in fields including computer science, electronics, and information theory (Adebisi et al., 2015).Per the Individuals with Disabilities Act (IDEA), learning disabilities are identified as impairments that affect fundamental cognitive functions concerning language understanding or use. These impairments can manifest as issues in areas like listening, reasoning, speaking, reading, writing, spelling, or conducting mathematical….

ReferencesAdebisi, R. O., Liman, N. A., & Longpoe, P. K. (2015). Using assistive technology in teaching children with learning disabilities in the 21st century. Journal of Education and Practice, 6(24).Allan, J. (2012). Principles of assistive technology for students with visual impairments. Texas School for the Blind and Visually Impaired. Retrieved August 6, 2015, from http://www.tsbvi.edu/math/72-general/1076-principles-of-assistive-technology-for-students-with-visualimpairments?layoutMode=full-accessBahr, C. M., Nelson, N. W., & VanMeter, A. M. (1996). The effects of text-based and graphics-based software tools on planning and organizing of stories. Journal of Learning Disabilities, 29, 355–370.Beukelman, D. R., Hunt-Berg, M., & Rankin, J. L. (1994). Ponder the possibilities: Computer-supported writing for struggling writers. Learning Disabilities Research & Practice, 9, 169–178.Black, T., & Calculator, S. (2009). Validation of an inventory of best practices in the provision of augmentative and alternative communication services to students with severe disabilities in general education classrooms. American Journal of Speech-Language Pathology, 18(4), 329-342.Bryant, D. P., & Bryant, B. R. (1998). Using assistive technology adaptations to include students with learning disabilities in cooperative learning activities. Journal of Learning Disabilities, 31, 41–54.Burgstahler, S. (2003). The role of technology in preparing youth with disabilities for postsecondary education and employment. Journal of Special Education Technology, 18, 7-19.Halloran, J., & Emerson, M. (2007). LAMP: Language acquisition through motor planning. Prentke Romich Company.Henderson, S., Rosenbaum, P., & Skelton, H. (2008). Assistive devices for children with functional impairments: impact on child and caregiver function. Developmental Medicine and Child Neurology, 50, 2.Higgins, E. L., & Raskind, M. H. (2000). Speaking to read: The effects of continuous vs. discrete speech recognition systems on the reading and spelling of children with learning disabilities. Journal of Special Education Technology, 15(1), 19–30.ISAAC. The International Society for Augmentative and Alternative Communication. Retrieved from http://isaac-online.org/en/home.shtmlJohnston, S. S., McDonnell, A. P., & Nelson, C. (2003). Teaching functional communication skills using augmentative and alternative communication in inclusive settings. Journal of Early Intervention, 25(2), 263-280.Kaiser, A. P., Hester, P. P., & McDuffie, A. S. (2001). Supporting communication in young children with developmental disabilities. Mental Retardation and Developmental Disabilities Research Reviews, 7, 143-150.Liman, A. N., Adebisi, R. O., Jerry, J. E., & Adewale, H. G. (2015). Efficacy of assistive technology on the educational programme of children with learning disabilities in inclusive classrooms of Plateau State Nigeria. Journal of Educational Policy and Entrepreneurial Research, 2(2), 23–25.MacArthur, C. A. (1996). Using technology to enhance the writing processes of students with learning disabilities. Journal of Learning Disabilities, 29, 344–354.Male, M. (1997). Reading, language development, and written expression with word processing and desktop publishing. In R. Short (Ed.), Technology for inclusion: Meeting the special needs of all students (pp. 78-102). Boston: Allyn & Bacon.Pillay, H. (2000). Cognition and recreational computer games: Implications for educational technology. Journal of Research on Computing in Education, 32(1), 32-41.Quenneville, J. (2002). Technology tools for students with learning disabilities: Infusion into inclusive classrooms. Preventing School Failure, 45(4), 167–170.Quinn, C. N. (1996). Designing an instructional game: Reflections for quest on independence. Journal of Education and Information Technologies., 1, 251 - 269.Raskind, M. (2000). Assistive technology for children with learning disabilities. San Mateo, California: Schwab Foundation for Learning.

Inclusive Learning Socratic and Didactic Principles of

Inclusive Learning Socratic and Didactic Principles of Inclusive Learning The overarching purpose of inclusive learning is to recognize, value and accommodate the variety of distinctions between pupils that exist within an educational environment. Inclusive learning seeks to meet the needs of all students by considering the vast amount of diversity in learning styles, experience, and skills that each individual student brings to the classroom. As such, two of the most effective means of incorporating practices of inclusive learning into an educational setting are the didactic and Socratic methods of teaching. These two systems are generally contrasted with one another (despite a few minor similarities which exist between them), yet they both enable pedagogues to utilize highly effective means to stimulate and foster the important principles of inclusive learning which are essential to the edification of students in modern education. The didactic method of teaching strives to accommodate the plethora of diversity which a….

Isbell, C. (2005). The Inclusive Learning Center Book. Florence: Delmar Cengage Learning.

Warner, L. Lynch, S. Nabors, D.K. Simpson, C.G. (2008). Themes for Inclusive Classrooms: Lesson Plans for Every Learner. Silver Spring: Gryphon House.

Adams, M. Brown, S. (2006). Towards Inclusive Learning in Higher Education: Improving Classroom Practise and Developing Inclusive Curricula. London: Routledge.

Grace, S. Gravestock, P. (2008). Inclusion and Diversity (Key Guides for Effective Teaching in Higher Education). London: Routledge.

Education in China History of

The State has also established a string of both general and specific policies for improving and developing special education and set aside special funds for this purpose. Consequently, just like regular education, special education has also developed rapidly. Although local governments are encouraged to provide compulsory education to children with and without disabilities, the enacted policies do not necessitate that education be provided to all students. Despite the fact that students with disabilities were earlier educated in special schools, China has adopted new channels of special education including the integration of disabled children into general education classes. Currently, the number of disabled children enrolled in schools has continued to experience a big increase since 1987. Although many articles in the laws formulated by the Chinese government call for the overall education of handicapped children, special education for children with autism or severe disabilities is not directly mentioned in these policies….

References:

Baker, M. (2007, November 17). China's Bid for World Domination. Retrieved April 11, 2010,

from  http://news.bbc.co.uk/2/hi/uk_news/education/7098561.stm 

Mu K, Yang H & Armfield A (n.d.). China's Special Education: A Comparative Analysis.

Retrieved April 11, 2010, from  http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/13/16/25.pdf

Education Review it Is Now

It is now recognized that individuals learn in different ways -- they perceive and process information in various ways. The learning styles theory suggests that the way that children acquire information has more to do with whether the educational experience is slanted toward their specific style of learning than their intelligence. The foundation of the learning styles methodology is based in the classification of psychological types. The research demonstrates that, due to heredity factors, upbringing, and present circumstantial demands, different students have an inclination to both perceive and process information differently. These different ways of learning consist of: 1) concrete or abstract perceivers, where concrete perceivers acquire information through direct experience of doing, sensing, and feeling, and abstract perceivers, instead accept new ideas through analyzing, observing and thinking; 2) active or reflective processors -- active processors understand a new experience by immediately utilizing new information, and reflective processors analyze an….

Bruner, J. (1973). Going Beyond the Information Given. New York: Norton.

Dewey, J. (1910) How We Think. Boston: Heath.

Dryden, G. And Vos, (1999) Jeannette. The Learning Revolution. Austin, TX: Jalmar

Gardner, Howard (1983) Frames of Mind: The theory of multiple intelligences, New York: Basic Books.

Education Defining Global Education Teachers

People need look no further than their own homes to see the interdependence of world trade; no further than their neighborhoods to see the results of international migration and multiculturalism; no further than the news to see the causes and effects of global economics, ecology and ethnic conflicts. "While domestic debate continues over the nature of these connections, few can doubt their existence. As these connections increase, educators, utilizing a global model, can provide a context that allows students to analyze and understand the impact of world events" (Baker, 1999). Multiculturalism and globalism are obviously not unique to the United States. The majority of Western societies are racially, ethnically, and culturally diverse. Ethnic revival movements have come up in a lot of countries including quite a few Western European nations (Banks & Lynch, 1986). This type of revival movement occurs when an ethnic group organizes efforts to attain equality inside a….

Baker, F.J. (1999). Multicultural vs. global education: Why not two sides of the same coin? Retrieved from http://www.csupomona.edu/~jis/1999/baker.pdf

Cooper, G. (1995). Freire and theology. Studies in the Education of Adults, 27(1), 66.

Global education. (2010). Retrieved from http://www.glob-edu.net/en/global-education/

Global education guidelines. (2010). Retrieved from  http://www.coe.int/t/dg4/nscentre/ge/GE-Guidelines/GEguidelines-web.pdf

Education There Are Three Main

While popularly associated with the advent of web-based technologies, DE is not a new phenomenon (agusa et al. 2009, 679)." The author asserts that during the nineteenth century many universities had correspondence programs. These programs remained popular for many years because they were different from more conventional learning environments. At the current time, distance education is driven by the pace of technological change and such changes are occurring globally in a manner that is rapid and complex. There are currently more than 130 countries in which institutions of higher learning provide students with distance courses (agusa et al. 2009). These courses often have as a foundation new information and communication technologies. The author also explains that "In Australia, DE has particularly been embraced, at institutional and policy levels, as a means of extending higher education to rural, isolated, and often structurally disadvantaged learners (little or no access to a reliable….

Bradley. Review of Australian Higher Education. Retrieved online from:  http://www.deewr.gov.au/HigherEducation/Review/Documents/PDF/Higher%20Education%20Review_one%20document_02.pdf 

Filan, G.L., & Seagren, A.T. (2003). Six critical issues for midlevel leadership in post-secondary settings. New Directions for Higher Education, (124), 21 -- 31.

Gray K. & RadloffA. (2010). Higher Education Research & Development

Vol. 29, No. 3, 291 -- 305

Education Philosophical Influences on American

There are others though that believes that learners are born with certain innate capabilities that are then shaped and formed from the outside (Montessori theory, 2011) No matter which theory one looks at though the bottom line is that each philosophy is based on the idea that everything possible should be done to encourage as much learning as possible. All philosophies are based on the fact that education should be about learning and that no matter how the learning takes place, what environment is takes place in or under what circumstances the edn result should be something was learned. Educational philosophy in general believes that in order for people to be successful and productive they must learn as much as possible and that this should be done by way of formal education. eferences Chinn, C. (2012). Epistemological Beliefs. etrieved from http://www.education.com/reference/article/epistemological-beliefs/ Evers, W.M. (2012). How Progressive Education Gets it Wrong. etrieved from http://www.hoover.org/publications/hoover-digest/article/6408 Gray,….

Chinn, C. (2012). Epistemological Beliefs. Retrieved from  http://www.education.com/reference/article/epistemological-beliefs/ 

Evers, W.M. (2012). How Progressive Education Gets it Wrong. Retrieved from  http://www.hoover.org/publications/hoover-digest/article/6408 

Gray, P. (2009). Rousseau's Errors: They Persist Today in Educational Theory. Retrieved from  http://www.psychologytoday.com/blog/freedom-learn/200902/rousseau-s-errors-they-persist-today-in-educational-theory?page=2 

Jean-Jacques Rousseau on nature, wholeness and education. (2012). Retrieved from  http://www.infed.org/thinkers/et-rous.htm

Education for Hispanic Students in

colostate.edu/guides/research/casestudy/pop2a.cfm. 3. Hispanic, White Communities Forge Ties in Alabama (2003) a UA Center for Public Television and Radi9o Production. Online available at: 4. McDade, Sharon a. (2002) Definition of a Case Study. Faculty Center for Teaching and Learning - North Carolina State. Online available at http://www.ncsu.Edu/fctl/Programs/Instructional- Development/Teaching _Materials / CaseStudies/Materials / Case studyDefintion.pdf# search =%22 CASE%20STUDY % 3A%20DEFINIT ION%20OF %22. 5. UAB Wins $389,000 in Grants to Help Teachers Educate Non-English Speaking Children (200) UAB Media Relations. 27 Nov 200. Online available at http://main.uab.edu/show.asp?durki=46333. 6. English Language Development and Multicultural Education (2005) University of Alabama. Berkeley University Online available at http://crede.berkeley.edu/tools/directory2-/PDF/esl.pdf#search=%22Alabama%3A%20Elementary%20ESL%20SERVICES%22. 7. English as a Second Language (ESL) (2004) Baldwin County Public Schools; Bay Minette, Alabama. Online available at http://www.bcbe.org/Default.asp?DivisionID='824'&DepartmentID='958'. 8. UAB Wins $389,000 in Grants to Help Teachers Educate Non-English Speaking Children (200) UAB Media Relations. 27 Nov 200. Online available at http://main.uab.edu/show.asp?durki=46333. 9. Alabama (2006) KYTESOL Newsletter Vol. XXVI, No.2 Spring 2006. Online available at….

11. Alabama: Featured Facts (2005) From the SREB Factbook on Higher Education. Online available at  http://64.233.161.104/search?q=cache:Mb3MWbM-0b4J:www.sreb.org/main/EdData/FactBook/2005StateReports/Alabama05.pdf+Alabama+Hispanic+education&hl=en&gl=us&ct=clnk&cd=6 

12. Alabama Education Policy Primer: Chapter 2 Achievement (2005) Education Foundation - Online available at; http://www.aplusala.org/primer/ch2.asp

Education for Hispanic Students in the Elementary Schools of Alabama

Education Sociology and Education While

Symbolic interactionalism thus posits a much more dynamic view of human learning, rather than the rote reception of societal norms in functionalism, or functionalism's belief in education to shape human minds in a pre-determined fashion. But it also is a more positive view of education than conflict theory, because even if there are problematic ideas in the way knowledge is conveyed, human beings may be creative enough to reconfigure preexisting systems of meaning in a liberating fashion. Also it is the individual who chooses how his or her personal liberation and development should take place, not the teacher. "Symbolic interactionalism emphasized several important dimensions of knowledge management through schooling: in school classroom interaction; by the professionalizing of the teaching process; through the bureaucratization of school organization; and, at the cultural level, where the links between the sociology of education and the sociology of knowledge are more immediately visible" (Marshall 1998).….

Works Cited

Four 20th century theories of education." Excerpt from George F. Kneller. Introduction to the Philosophy of Education. 1962. Excerpt available 2 Jan 2008 at  http://people.morehead-st.edu/fs/w.willis/fourtheories.html 

McClellan, Kenneth. (2000). "Functionalism." Sociological Theories. Grinnell University.

Retrieved 2 Jun 2008 at  http://web.grinnell.edu/courses/soc/s00/soc111-01/IntroTheories/Functionalism.html 

Marshall, Gordon. (1998). "Sociology of education." Retrieved 2 Jun 2008 from the Dictionary of Sociology

Inclusive Environment Managing in the

Change in itself is a challenge in the workplace, as this results in a significant amount of uncertainty and stress among workers. The first thing a manager should therefore do is ensure that workers are involved and informed regarding the ensuing changes. In terms of nondiscrimination, the appointment of new workers should also be handled in an inclusive and informative way. econdly, it is also important that no person be favored or indeed disfavored as a result of their ethnic or minority background. Existing workers should be informed at all times that management employs fair practices in the hiring process. These hiring processes should then be honored, regardless of a prospective employee's ethnic or other background. Management should keep in mind that the law allows neither negative nor positive discrimination on the basis of minority. Thirdly, once a minority employee is hired, it is important to integrate this person within the….

Barmes, Lizzie and Ashtiany, Sue. 2003. "The Diversity Approach to Achieving Equality: Potential and Pitfalls." The Industrial Law Journal, December; 32, 4, pg. 274.

Garvin, Stacey J. 1991. "Employer Liability for Sexual Harassment." HR Magazine, June; 36, 6. pg. 101.

Kohl, John, Mayfield, Milton and Myafield, Jacqueline. 2004. "Human Resource Regulation and Legal Issues." Journal of Education for Business; July/August, 79, 6, pg. 339

Kuhn, Dennis M. And Stout, David E. 2004. "Reducing your Workforce: What you don't know can hurt you. Strategic Finance, May; 85, 11, pg. 40.

Education - Teaching Methods Lesson Plans

Progression from Key Stage 3 For the 2005-year the building on strategy training initiative and material were for the purpose of increasing the rates of progress among students as well as studying how the "core subject departments can enable more pupils to progress two levels across the key stage. In order for formative assessment to occur it is critical that students have a good notion of the intentions of learning for each lesson. The Learning Intention is that which students should know or understand upon completion of the learning of the child. Assessment Stated in the work of, ccallum & Charles (2000) is that, "Overall, teachers feel that their teaching has been positively affected by the strategies and their children are more focused, more confident and more self-evaluative, with, in many cases, noticeable improvement in their progress attributed directly to this project. Our interviews with children indicated that they have a natural thirst….

Macaulay, Kathryn (2005) Lesson Plans Key Stage 2 and Key Stage 3 English, Geography and design Technology Online available at www.bedforhigh.co.uk

Good assessment in secondary schools (Ofsted, March 2003) Online available at  http://www.teaching-resource.co.uk/teachers/afl.htm 

Education Teaching Methods

Education in Australia the Educational

These researchers define poverty based on different thresholds and determine the child poverty rates resulting from these thresholds. The researchers found that in the three years studied, about 5.7 per cent of all Australian children were poor in all three years of the study, and this represented between 28 and 41 per cent of those in poverty in the first year. The study also suggested that there may be differences in the characteristics of families of children in persistent poverty and those in poverty in only one of the three years, with the families in persistent poverty representing the greatest problem to be addressed in any reduction effort. However, as Bradbury (1999) states, the industrialized nations of the world have been more successful in reducing poverty among the aged, but in many countries the last two decades there has been a re-emergence of child poverty. ates vary widely, but evidence….

Abello, a. & Harding, a., 2004, the Dynamics of Child Poverty in Australia, Discussion Paper no. 60, University of Canberra,  http://www.natsem.canberra.edu.au/pubs/dps/dp60/dp60.html .[University of Canberra, Canberra, Australia]

Barrile, S., 2993, May, Managing successfully... managing diversity, Business 11(2), pp. 5-7.

Bradbury, B., 1999, Spring/Summer, Child poverty across the industrialized world, Family Matters 54, pp.65-69.

Connell, R.W. & White, V. (1988). Citation missing.

Education How Do People Learn

New York: Praeger. A www.questia.com/PM.qst?a=o&d=104524397 Cohen, M. (2003). 101 Ethical Dilemmas. New York: outledge. A www.questia.com/PM.qst?a=o&d=108698200 Daniels, H. & Edwards, a. (Eds.). (2004). The outledgefalmer eader in Psychology of Education. New York: outledgeFalmer. A www.questia.com/PM.qst?a=o&d=106678159 Gielen, U.P. & oopnarine, J. (Eds.). (2004). Childhood and Adolescence: Cross-Cultural Perspectives and Applications. Westport, CT: Praeger. A www.questia.com/PM.qst?a=o&d=107650229 Gregory, E., Long, S., & Volk, D. (Eds.). (2004). Many Pathways to Literacy: Young Children Learning with Siblings, Grandparents, Peers, and Communities. New York: outledgeFalmer. A www.questia.com/PM.qst?a=o&d=76971637 Manson, S.M., Bechtold, D.W., Novins, D.K., & Beals, J. (1997). Assessing Psychopathology in American Indian and Alaska Native Children and Adolescents. Personality and Social Psychology eview, 1(3), 135-144. King, Patricia M. And Kitchener, Karen S. (1994). Developing eflective Judgment: Understanding and Promoting Intellectual Growth and Critical Thinking in Adolescents and Adults. San Francisco: Jossey-Bass Publishers. A www.questia.com/PM.qst?a=o&d=9552064 eese, H.W. & Franzen, M.D. (Eds.). (1997). Biological and Neuropsychological Mechanisms: Life-Span Developmental Psychology. Mahwah, NJ: Lawrence Erlbaum Associates. Slavin, obert E. (2002). Educational Psychology:….

 http://www.questia.com/PM.qst?a=o&d=93619514 

Allender, J.S. (1991). Imagery in Teaching and Learning: An Autobiography of Research in Four World Views. New York: Praeger.

A www.questia.com/PM.qst?a=o&d=104524397

Cohen, M. (2003). 101 Ethical Dilemmas. New York: Routledge.

Let\'s brainstorm together! What essay topics could be interesting on higher education difficulties for immigrants?

1. The Language Barrier: A Formidable Obstacle for Immigrant Students in Higher Education Challenges faced by immigrant students with limited English proficiency Strategies for overcoming linguistic barriers in the classroom and beyond The role of language support services and resources in facilitating academic success 2. Cultural Differences and the Impact on Educational Experiences Cultural norms and values that may differ between immigrant students and faculty Misunderstandings and communication barriers resulting from cultural differences Strategies for fostering cultural sensitivity and inclusivity in the higher education environment 3. Financial Challenges and the Burden on Immigrant Students Socioeconomic disparities faced by immigrant families and their....

Could you assist me in finding essay topics pertaining to Autism?

1. The benefits and challenges of early intervention for children with autism 2. The role of parents and caregivers in supporting individuals with autism 3. The misconceptions and stigmas surrounding autism and how to combat them 4. The impact of technology and assistive devices on the lives of individuals with autism 5. The importance of inclusive education for students with autism 6. The link between autism and other developmental disorders 7. The relationship between genetics and autism 8. The challenges faced by adults with autism in the workforce 9. The effectiveness of different therapies and interventions for individuals with autism 10. The portrayal....

Can you provide suggestions for structuring an essay outline related to Recent History of Down Syndrome in Iceland

I. Introduction A. Background Define Down syndrome Provide a brief overview of the history of Down syndrome in Iceland B. Thesis Statement State the main argument or purpose of the essay: to outline the recent history of Down syndrome in Iceland and its implications. II. Body Paragraph 1: Prenatal Screening and Abortion A. Pre-2000s: Describe the prevalence of Down syndrome in Iceland before widespread prenatal screening. Discuss the cultural and social attitudes towards individuals with Down syndrome. B. Post-2000s: Explain the introduction of Down syndrome screening in Iceland. Analyze the impact on the rate of Down syndrome births. Explore the ethical....

can you give me a significance of a research proposal entitled exploring the factors influencing student dropout rates

Significance of the Research Proposal: Exploring the Factors Influencing Student Dropout Rates Addressing a Critical Educational Issue Student dropout rates remain a persistent challenge in educational systems worldwide. The consequences of dropping out are far-reaching, affecting individuals, communities, and the economy. This research proposal aims to identify and analyze the multifaceted factors that contribute to student dropout rates, providing insights that can inform evidence-based interventions and policy decisions. Unveiling Underlying Causes By exploring the factors influencing student dropout rates, this research proposal seeks to move beyond superficial explanations to uncover the underlying causes of this complex phenomenon. It will delve into individual, familial, school-related,....

Inclusive Education Educational institutes throughout the country are seriously considering inclusive education. There are serious limitations in the secluded education system. First of all, specialized education system casts serious limitations…

people find it easy to criticize special education. No matter what special education departments or their staff do, there will always be someone ready to tell them that…

evised Introduction: Challenges and Strategies in Assisting Children with DisabilitiesHandling the needs of children with disabilities is a complex task for both families and professionals, whether at home or…

Inclusive Learning Socratic and Didactic Principles of Inclusive Learning The overarching purpose of inclusive learning is to recognize, value and accommodate the variety of distinctions between pupils that exist within an…

Research Paper

The State has also established a string of both general and specific policies for improving and developing special education and set aside special funds for this purpose. Consequently,…

It is now recognized that individuals learn in different ways -- they perceive and process information in various ways. The learning styles theory suggests that the way that…

People need look no further than their own homes to see the interdependence of world trade; no further than their neighborhoods to see the results of international migration and…

While popularly associated with the advent of web-based technologies, DE is not a new phenomenon (agusa et al. 2009, 679)." The author asserts that during the nineteenth century…

There are others though that believes that learners are born with certain innate capabilities that are then shaped and formed from the outside (Montessori theory, 2011) No matter which…

colostate.edu/guides/research/casestudy/pop2a.cfm. 3. Hispanic, White Communities Forge Ties in Alabama (2003) a UA Center for Public Television and Radi9o Production. Online available at: 4. McDade, Sharon a. (2002) Definition of a Case…

Symbolic interactionalism thus posits a much more dynamic view of human learning, rather than the rote reception of societal norms in functionalism, or functionalism's belief in education to shape…

Change in itself is a challenge in the workplace, as this results in a significant amount of uncertainty and stress among workers. The first thing a manager should…

Progression from Key Stage 3 For the 2005-year the building on strategy training initiative and material were for the purpose of increasing the rates of progress among students as well…

Family and Marriage

These researchers define poverty based on different thresholds and determine the child poverty rates resulting from these thresholds. The researchers found that in the three years studied, about…

New York: Praeger. A www.questia.com/PM.qst?a=o&d=104524397 Cohen, M. (2003). 101 Ethical Dilemmas. New York: outledge. A www.questia.com/PM.qst?a=o&d=108698200 Daniels, H. & Edwards, a. (Eds.). (2004). The outledgefalmer eader in Psychology of Education. New York:…

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The Value of Inclusive Education

• Last Update

Around the world, children are excluded from schools where they belong because of disability, race, language, religion, gender, and poverty.

But every child has the right to be supported by their parents and community to grow, learn, and develop in the early years, and, upon reaching school age, to go to school and be welcomed and included by teachers and peers alike. When all children, regardless of their differences, are educated together, everyone benefits—this is the cornerstone of inclusive education.

What is inclusive education?

Inclusive education means different and diverse students learning side by side in the same classroom. They enjoy field trips and after-school activities together. They participate in student government together. And they attend the same sports meets and plays.

Inclusive education values diversity and the unique contributions each student brings to the classroom. In a truly inclusive setting, every child feels safe and has a sense of belonging. Students and their parents participate in setting learning goals and take part in decisions that affect them. And school staff have the training, support, flexibility, and resources to nurture, encourage, and respond to the needs of all students.

Why is inclusive education important?

Inclusive systems provide a better quality education for all children and are instrumental in changing discriminatory attitudes. Schools provide the context for a child’s first relationship with the world outside their families, enabling the development of social relationships and interactions. Respect and understanding grow when students of diverse abilities and backgrounds play, socialize, and learn together.

Education that excludes and segregates perpetuates discrimination against traditionally marginalized groups. When education is more inclusive, so are concepts of civic participation, employment, and community life.

Isn’t it better to separate children who need specialized attention?

Separate, special education provides no guarantee of success for children who need special attention; inclusive schools that provide supportive, context-appropriate conditions for learning demonstrate  far better outcomes [PDF] . Extracurricular activities, peer support, or more specialized interventions involve the entire school community working as a team.

What are the basic elements of inclusive education?

• Use of teaching assistants or specialists:  These staff have the potential to be inclusive or divisive. For instance, a specialist who helps teachers address the needs of all students is working inclusively. A specialist who pulls students out of class to work with them individually on a regular basis is not.
• Inclusive curriculum:  An inclusive curriculum includes locally relevant themes and contributions by marginalized and minority groups. It avoids binary narratives of good and bad, and allows adapting the curriculum to the learning styles of children with special education needs.
• Parental involvement:  Most schools strive for some level of parental involvement, but it is often limited to emails home and occasional parent–teacher conferences. In a diverse school system, inclusion means thinking about multiple ways to reach out to parents on their own terms.

How can we advance inclusive education?

To make inclusive education a reality we need to do the following:

• ensure that educators have the training, flexibility, and resources to teach students with diverse needs and learning styles
• ensure that kindergartens and schools receive adequate and sustainable financial support so that all activities and services are fully inclusive
• empower parents to assert their children’s right to education in inclusive settings
• enable the entire community—including mainstream and special educators, social workers, parents, and students—to work together and participate in the design, delivery, and monitoring of education, thereby reframing inclusive education as a shared responsibility
• hold governments accountable for implementing antidiscrimination legislation, legal mandates for inclusion, and policies to remove barriers

Is inclusive education expensive?

Making education inclusive is not a cost-cutting measure. Governments must be prepared to invest substantial resources at the outset on system reforms such as teacher and staff training; improving infrastructure, learning materials, and equipment; and revising curricula to implement inclusive education successfully. However, by eliminating redundancy and the high costs of running parallel systems, such investments are an efficient and effective use of funds, and hold the potential to improve education for all students.

Funding mechanisms must be reformed so that schools that enroll students with special needs receive the necessary additional financial resources. When students move from special schools to mainstream schools, the funding should also follow.

How do Open Society Foundations support inclusive education?

We promote changes to policy and practice in a variety of ways, including the following:

• advocate for the recognition of children’s legal rights, such as supporting organizations of parents with children with special educational needs and disabilities in Armenia
• fund empirical research, including support for an organization of young people with disabilities in Uganda that is documenting barriers to education
• support sustainable services like networking and learning opportunities for schools and NGOs, such as teacher associations and parent groups
• strengthen civil society groups that give young people, parents, and educators a voice, including parent-led organizations advocating for the  rights and inclusion of children with disabilities  in Tajikistan
• engage with civil society and other actors in policy development by, for instance, providing technical support to the development of key inclusive education–related laws, policies, and strategies at the national level
• support governments and system services to pilot models of successful inclusive education provision that could be scaled up and replicated

Helping Teachers Create More Inclusive Classrooms

Although the inclusive education movement has more supporters than ever, turning theory into practice can be the hardest part. A new initiative seeks to help teachers by giving them practical advice.

Children with Autism in Kyrgyzstan Gain a Helping Hand

In a country where this vulnerable population is often denied adequate education and medical care, this organization is working to improve attitudes as well as access.

For Children with Disabilities, Global Funding for Education Falls Short

Millions of children are missing out on education because governments are not investing enough money.

What you need to know about inclusion in education

Why does unesco consider inclusion in education important  .

Despite significant progress in the last decade, millions are still denied their right to education and learning opportunities continue to be unequally distributed. Globally, one in five children, adolescents and youth, are entirely excluded from education. Poverty, location, gender, language, disability, ethnicity, religion, migration or displacement status are among factors that continue to dictate and limit opportunities. Nearly 40% of children do not have access to education in a language they understand, and children with disabilities continue to be disproportionally excluded from school. Three quarters of all primary-age children - 9 million- who may never set foot in school are girls. Moreover, since 2000, an upsurge in migration and displacement has led to a 26% increase of migrant and refugee children globally, making their inclusion in national education systems an imperative. Before the Covid-19 pandemic, 20 per cent of children and young people faced exclusion from education on a daily basis. The crisis has made some inequalities more visible, widened existing disparities and led to new inequalities and exclusion in education particularly for marginalized and disadvantaged groups. Some 40% of the poorest countries could not support learners at risk during the pandemic, further demonstrating the fragility of the right to education.  

How does inclusion relate to the right to education?  

The right to education aims to ensure everyone achieves their human right to access quality education throughout life. An inclusive approach to education means that each individual’s needs are taken into account and that all learners participate and achieve together. It acknowledges that all children can learn and that every child has unique characteristics, interests, abilities and learning needs. Special focus is placed on learners who may be at risk of marginalization, exclusion or underachievement. For example, where a child has a disability he or she would not be separated from other learners in school and learning assessments and progress would take the disability into account. 

​​​​​​​How does UNESCO work to ensure inclusion in education?

UNESCO focuses on the inclusivity of the whole education system rather than trying to remove barriers one by one; the emphasis is on how to transform existing systems rather than on how some learners can be integrated into them. It promotes education systems that are based on gender equality, that respect diverse needs, abilities and characteristics and eliminate all forms of discrimination in the learning environment. UNESCO helps Member States develop and implement inclusive policies and programmes which reach excluded and marginalized groups and provide them with quality education and helps governments and partners translate policy into inclusive curricula, pedagogy and teaching and programme design and delivery. Among marginalized and vulnerable groups, UNESCO pays special attention to children with disabilities as they are overrepresented in the population of those who are not in education. Indigenous people also continue to experience exclusion within and from education. 

​​​​​​​Why is language diversity important? 

Learners may be excluded if learning is conducted in something other than their mother tongue. In addition, multilingual education based on the mother tongue (s) in the early years of schooling plays a key role in fostering respect for diversity and a sense of interconnectedness between countries and populations. Yet linquistic diversity is increasingly threatened as more and more languages disappear. Globally 40 per cent of the population does not have access to an education in a language they speak or understand. Multilingual and multicultural societies exist through their languages which also transmit and preserve traditional knowledge and cultures in a sustainable way.  

What makes an inclusive learning environment? 

There are many aspects to be considered in creating an inclusive learning environment including the development of policy with an inclusive lens, adequate and disaggregated data about learners, curriculum, teacher ability and attitudes, language and communication, assistive technology, physical access including transport, and community and family involvement. Children with disabilities are over-represented in the population of those who are not in education. Globally, there are between 93 million and 150 million children living with a disability – 80 per cent of whom live in developing countries. Children and youth with sensory, physical, or learning disabilities are two-and-a-half times more likely than their peers to never go to school. Where disability intersects with other barriers, such as gender, poverty, or remoteness, the risk of exclusion is greater still.  

What is the Cali Commitment to equity and inclusion in education?  

At the International Forum on Inclusion and Equity in Cali, Colombia in 2019 young people,  government officials, educators, civil society, and multilateral organizations representatives pledged themselves to the Cali Commitment , a reaffirmation of the international human rights agenda reflected in the Sustainable Development Goals and the Education 2030 Framework for Action, which recognizes the urgent need to provide equitable and inclusive quality education for all learners, from the early years through compulsory schooling, technical and vocational education and training, higher education, and lifelong learning. It calls on governments to step up efforts to achieve inclusion in education with special emphasis on the role of civil society and the involvement of marginalized groups.

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Considering the potential of inclusive education at your school? Perhaps you are currently working in an inclusive classroom and looking for effective strategies. Lean into this deep-dive article on inclusive education to gather a solid understanding of what it means, what the research shows, and proven strategies that bring out the benefits for everyone.

What is inclusive education? What does it mean?

Inclusive education is when all students, regardless of any challenges they may have, are placed in age-appropriate general education classes that are in their own neighborhood schools to receive high-quality instruction, interventions, and supports that enable them to meet success in the core curriculum (Bui, Quirk, Almazan, & Valenti, 2010; Alquraini & Gut, 2012).

The school and classroom operate on the premise that students with disabilities are as fundamentally competent as students without disabilities. Therefore, all students can be full participants in their classrooms and in the local school community. Much of the movement is related to legislation that students receive their education in the least restrictive environment (LRE). This means they are with their peers without disabilities to the maximum degree possible, with general education the placement of first choice for all students (Alquraini & Gut, 2012).

Successful inclusive education happens primarily through accepting, understanding, and attending to student differences and diversity, which can include physical, cognitive, academic, social, and emotional. This is not to say that students never need to spend time out of regular education classes, because sometimes they do for a very particular purpose — for instance, for speech or occupational therapy. But the goal is this should be the exception.

The driving principle is to make all students feel welcomed, appropriately challenged, and supported in their efforts. It’s also critically important that the adults are supported, too. This includes the regular education teacher and the special education teacher , as well as all other staff and faculty who are key stakeholders — and that also includes parents.

The research basis for inclusive education

Inclusive education and inclusive classrooms are gaining steam because there is so much research-based evidence around the benefits. Take a look.

Benefits for students

Simply put, both students with and without disabilities learn more . Many studies over the past three decades have found that students with disabilities have higher achievement and improved skills through inclusive education, and their peers without challenges benefit, too (Bui, et al., 2010; Dupuis, Barclay, Holms, Platt, Shaha, & Lewis, 2006; Newman, 2006; Alquraini & Gut, 2012).

For students with disabilities ( SWD ), this includes academic gains in literacy (reading and writing), math, and social studies — both in grades and on standardized tests — better communication skills, and improved social skills and more friendships. More time in the general classroom for SWD is also associated with fewer absences and referrals for disruptive behavior. This could be related to findings about attitude — they have a higher self-concept, they like school and their teachers more, and are more motivated around working and learning.

Their peers without disabilities also show more positive attitudes in these same areas when in inclusive classrooms. They make greater academic gains in reading and math. Research shows the presence of SWD gives non-SWD new kinds of learning opportunities. One of these is when they serve as peer-coaches. By learning how to help another student, their own performance improves. Another is that as teachers take into greater consideration their diverse SWD learners, they provide instruction in a wider range of learning modalities (visual, auditory, and kinesthetic), which benefits their regular ed students as well.

Researchers often explore concerns and potential pitfalls that might make instruction less effective in inclusion classrooms (Bui et al., 2010; Dupois et al., 2006). But findings show this is not the case. Neither instructional time nor how much time students are engaged differs between inclusive and non-inclusive classrooms. In fact, in many instances, regular ed students report little to no awareness that there even are students with disabilities in their classes. When they are aware, they demonstrate more acceptance and tolerance for SWD when they all experience an inclusive education together.

Parent’s feelings and attitudes

Parents, of course, have a big part to play. A comprehensive review of the literature (de Boer, Pijl, & Minnaert, 2010) found that on average, parents are somewhat uncertain if inclusion is a good option for their SWD . On the upside, the more experience with inclusive education they had, the more positive parents of SWD were about it. Additionally, parents of regular ed students held a decidedly positive attitude toward inclusive education.

Now that we’ve seen the research highlights on outcomes, let’s take a look at strategies to put inclusive education in practice.

Inclusive classroom strategies

There is a definite need for teachers to be supported in implementing an inclusive classroom. A rigorous literature review of studies found most teachers had either neutral or negative attitudes about inclusive education (de Boer, Pijl, & Minnaert, 2011). It turns out that much of this is because they do not feel they are very knowledgeable, competent, or confident about how to educate SWD .

However, similar to parents, teachers with more experience — and, in the case of teachers, more training with inclusive education — were significantly more positive about it. Evidence supports that to be effective, teachers need an understanding of best practices in teaching and of adapted instruction for SWD ; but positive attitudes toward inclusion are also among the most important for creating an inclusive classroom that works (Savage & Erten, 2015).

Of course, a modest blog article like this is only going to give the highlights of what have been found to be effective inclusive strategies. For there to be true long-term success necessitates formal training. To give you an idea though, here are strategies recommended by several research studies and applied experience (Morningstar, Shogren, Lee, & Born, 2015; Alquraini, & Gut, 2012).

Use a variety of instructional formats

Start with whole-group instruction and transition to flexible groupings which could be small groups, stations/centers, and paired learning. With regard to the whole group, using technology such as interactive whiteboards is related to high student engagement. Regarding flexible groupings: for younger students, these are often teacher-led but for older students, they can be student-led with teacher monitoring. Peer-supported learning can be very effective and engaging and take the form of pair-work, cooperative grouping, peer tutoring, and student-led demonstrations.

Ensure access to academic curricular content

All students need the opportunity to have learning experiences in line with the same learning goals. This will necessitate thinking about what supports individual SWDs need, but overall strategies are making sure all students hear instructions, that they do indeed start activities, that all students participate in large group instruction, and that students transition in and out of the classroom at the same time. For this latter point, not only will it keep students on track with the lessons, their non-SWD peers do not see them leaving or entering in the middle of lessons, which can really highlight their differences.

Apply universal design for learning

These are methods that are varied and that support many learners’ needs. They include multiple ways of representing content to students and for students to represent learning back, such as modeling, images, objectives and manipulatives, graphic organizers, oral and written responses, and technology. These can also be adapted as modifications for SWDs where they have large print, use headphones, are allowed to have a peer write their dictated response, draw a picture instead, use calculators, or just have extra time. Think too about the power of project-based and inquiry learning where students individually or collectively investigate an experience.

Now let’s put it all together by looking at how a regular education teacher addresses the challenge and succeeds in using inclusive education in her classroom.

A case study of inclusive practices in schools and classes

Mrs. Brown has been teaching for several years now and is both excited and a little nervous about her school’s decision to implement inclusive education. Over the years she has had several special education students in her class but they either got pulled out for time with specialists or just joined for activities like art, music, P.E., lunch, and sometimes for selected academics.

She has always found this method a bit disjointed and has wanted to be much more involved in educating these students and finding ways they can take part more fully in her classroom. She knows she needs guidance in designing and implementing her inclusive classroom, but she’s ready for the challenge and looking forward to seeing the many benefits she’s been reading and hearing about for the children, their families, their peers, herself, and the school as a whole.

During the month before school starts, Mrs. Brown meets with the special education teacher, Mr. Lopez — and other teachers and staff who work with her students — to coordinate the instructional plan that is based on the IEPs (Individual Educational Plan) of the three students with disabilities who will be in her class the upcoming year.

About two weeks before school starts, she invites each of the three children and their families to come into the classroom for individual tours and get-to-know-you sessions with both herself and the special education teacher. She makes sure to provide information about back-to-school night and extends a personal invitation to them to attend so they can meet the other families and children. She feels very good about how this is coming together and how excited and happy the children and their families are feeling. One student really summed it up when he told her, “You and I are going to have a great year!”

The school district and the principal have sent out communications to all the parents about the move to inclusion education at Mrs. Brown’s school. Now she wants to make sure she really communicates effectively with the parents, especially as some of the parents of both SWD and regular ed students have expressed hesitation that having their child in an inclusive classroom would work.

She talks to the administration and other teachers and, with their okay, sends out a joint communication after about two months into the school year with some questions provided by the book Creating Inclusive Classrooms (Salend, 2001 referenced in Salend & Garrick-Duhaney, 2001) such as, “How has being in an inclusion classroom affected your child academically, socially, and behaviorally? Please describe any benefits or negative consequences you have observed in your child. What factors led to these changes?” and “How has your child’s placement in an inclusion classroom affected you? Please describe any benefits or any negative consequences for you.” and “What additional information would you like to have about inclusion and your child’s class?” She plans to look for trends and prepare a communication that she will share with parents. She also plans to send out a questionnaire with different questions every couple of months throughout the school year.

Since she found out about the move to an inclusive education approach at her school, Mrs. Brown has been working closely with the special education teacher, Mr. Lopez, and reading a great deal about the benefits and the challenges. Determined to be successful, she is especially focused on effective inclusive classroom strategies.

Her hard work is paying off. Her mid-year and end-of-year results are very positive. The SWDs are meeting their IEP goals. Her regular ed students are excelling. A spirit of collaboration and positive energy pervades her classroom and she feels this in the whole school as they practice inclusive education. The children are happy and proud of their accomplishments. The principal regularly compliments her. The parents are positive, relaxed, and supportive.

Mrs. Brown knows she has more to learn and do, but her confidence and satisfaction are high. She is especially delighted that she has been selected to be a part of her district’s team to train other regular education teachers about inclusive education and classrooms.

The future is very bright indeed for this approach. The evidence is mounting that inclusive education and classrooms are able to not only meet the requirements of LRE for students with disabilities, but to benefit regular education students as well. We see that with exposure both parents and teachers become more positive. Training and support allow regular education teachers to implement inclusive education with ease and success. All around it’s a win-win!

Lilla Dale McManis, MEd, PhD has a BS in child development, an MEd in special education, and a PhD in educational psychology. She was a K-12 public school special education teacher for many years and has worked at universities, state agencies, and in industry teaching prospective teachers, conducting research and evaluation with at-risk populations, and designing educational technology. Currently, she is President of Parent in the Know where she works with families in need and also does business consulting.

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Why inclusive education is important for all students

Truly transformative education must be inclusive. The education we need in the 21st century should enable people of all genders, abilities, ethnicities, socioeconomic backgrounds and ages to develop the knowledge, skills and attitudes required for resilient and caring communities. In light of pandemics, climate crises, armed conflict and all challenges we face right now, transformative education that realizes every individual’s potential as part of society is critical to our health, sustainability, peace and happiness. 

To achieve that vision, we need to take action at a systemic level. If we are to get to the heart of tackling inequity, we need change to our education systems as a whole, including formal, non-formal and informal education spaces .

I grew up in the UK in the 1990s under a piece of legislation called Section 28 . This law sought to “ prohibit the promotion of homosexuality ” and those behind it spoke a lot about the wellbeing of children. However, this law did an immense amount of harm, as bullying based on narrow stereotypes of what it meant to be a girl or a boy became commonplace and teachers were disempowered from intervening. Education materials lacked a diversity of gender representation for fear of censure, and as a result, children weren’t given opportunities to develop understanding or empathy for people of diverse genders and sexualities. 

I have since found resonance with the term non-binary to describe my gender, but as an adolescent, what my peers saw was a disabled girl who did not fit the boxes of what was considered acceptable. Because of Section 28, any teacher’s attempts to intervene in the bullying were ineffective and, lacking any representation of others like me, I struggled to envisage my own future. Section 28 was repealed in late 2003; however, change in practice was slow, and I dropped out of formal education months later, struggling with my mental health. 

For cisgender (somebody whose gender identity matches their gender assigned at birth) and heterosexual girls and boys, the lack of representation was limiting to their imaginations and created pressure to follow certain paths. For LGBTQ+ young people, Section 28 was systemic violence leading to psychological, emotional and physical harm. Nobody is able to really learn to thrive whilst being forced to learn to survive. Psychological, emotional and physical safety are essential components of transformative education. 

After dropping out of secondary school, I found non-formal and informal education spaces that gave me the safety I needed to recover and the different kind of learning I needed to thrive. Through Guiding and Scouting activities, I found structured ways to develop not only knowledge, but also important skills in teamwork, leadership, cross-cultural understanding, advocacy and more. Through volunteering, I met adults who became my possibility models and enabled me to imagine not just one future but multiple possibilities of growing up and being part of a community. 

While I found those things through non-formal and informal education spaces (and we need to ensure those forms of education are invested in), we also need to create a formal education system that gives everyone the opportunity to aspire and thrive. 

My work now, with the Kite Trust , has two strands. The first is a youth work programme giving LGBTQ+ youth spaces to develop the confidence, self-esteem and peer connections that are still often lacking elsewhere. The second strand works with schools (as well as other service providers) to help them create those spaces themselves. We deliver the Rainbow Flag Award which takes a whole-school approach to inclusion. The underlying principle is that, if you want to ensure LGBTQ+ students are not being harmed by bullying, it goes far beyond responding to incidents as they occur. We work with schools to ensure that teachers are skilled in this area, that there is representation in the curriculum, that pastoral support in available to young people, that the school has adequate policies in place to ensure inclusion, that the wider community around the school are involved, and that (most importantly) students are given a meaningful voice. 

This initiative takes the school as the system we are working to change and focuses on LGBTQ+ inclusion, but the principles are transferable to thinking about how we create intersectional, inclusive education spaces in any community or across society as a whole. Those working in the system need to be knowledgeable in inclusive practices, the materials used and content covered needs to represent diverse and intersectional experiences and care needs to be a central ethos. All of these are enabled by inclusive policy making, and inclusive policy making is facilitated by the involvement of the full range of stakeholders, especially students themselves. 

If our communities and societies are to thrive in the face of tremendous challenges, we need to use these principles to ensure our education systems are fully inclusive. 

Pip Gardner (pronouns: They/them) is Chief Executive of the Kite Trust, and is a queer and trans activist with a focus on youth empowerment. They are based in the UK and were a member of the Generation Equality Youth Task Force from 2019-21. 

A Journey to the Stars

Isabel’s journey to pursue education in Indigenous Guatemala

School was a safe place: How education helped Nhial realize a dream 

Equality, Diversity and Inclusive Education Essay

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Introduction

Perspectives on equality and inclusive education, inequality concerns in education, strategies to avoid inequality and promote equality and diversity.

Issues of equality in learning cut across the entire social divide. They involve concerns on how factors like poverty, social status, gender, individual liberty, democracy, ethnicity and race contribute to inequality in education. Diversity exists because people share some common attributes and differences that make them a unique group. People belong to different cultures, languages, and religions. Learners, teachers and other professionals involved in the provision of education need to be aware on how these factors affect inclusive learning. When there is diversity among learners and those facilitating the learning process, people are able to learn about themselves and the value of appreciating cross cultural differences among them. Inclusive learning is one way to encourage diversity. This paper briefs on the various issues on equality in learning and then provides some strategies than can used in order to promote inclusive learning and equality.

Roemer (1) explains that there two views of equality of opportunity today. The first one call on the nondiscrimination principle, this principle states that in the competition for positions in the society, individuals should be judged by attributes that are related to performance whereas personal attributes like race or sex should not be important considerations. The second view supports and encourages the society to ensure a level playing ground for all people so that everyone can benefit from the existing opportunities. Therefore those inequalities exist in education because the society has not been able to apply these principles in a manner that makes learning environments accommodative to learners who share different cross cultural heritage. Roemer (1)

Inclusive education has many facets, generally it is meant to provide all learners with equitable opportunities to enable them receive effective educational services. This also includes learners who have various disabilities. Inclusive learning in part involves providing the necessary teaching and learning aids together with offering support services that are helpful in preparing the learners to be full productive members of the society. Daniels and Garner (2).The major goal of inclusive learning is to value the diversity of the human community and also ensure that there is equity in the provision of education to all groups of people, such that not a single will be underrepresented in any way.

Inequality in education has had one major impact which is limiting access to and attainment of the same educational standard by a particular group of people because of the social status and class.

Educational inequalities between people from different social classes have been both a political and social concern for a long time. For example there was great focus on educational inequalities in Great Britain before the start of the Second World War. This continued to 1960s and 1970s.It was observed that these inequalities were between the sexes and also between the majority and minority racial groups. Foster, Gomm, and Hammersly (3)

In the United States, great differences exist in the ability of different states to finance educational programs adequately. It has also been established that educational opportunities and attainment continue to differ by social class, states, regions, and between urban and rural communities as well. Newton (4). When governments are unable to provide enough finances for educational projects fairly through out the country, then there will be various inequalities which will be noted within the education system.

Another important factor that contributes to inequality in education is poverty and the level of income which varies greatly within families. It is known that well off families are able to afford what is perceived by the many to be quality education for their children compared to poor families which have to send their children to low cost public schools. Poverty extends to include exclusion of advantages in housing and health as well.

The physical condition of the learners also continues to feature prominently on the equality debate. These physical factors relate to the learner’s ability to hear, see, or other forms of physical disability that some people constantly perceive to limit the learners’ ability to learn in a normal learning environment.

Proponents of inclusive education argue that it’s possible to integrate learners with various forms of physical disabilities in normal learning institutions as it is an important way to reduce stigmatization and segregation of disabled learners. They also continue to base their argument on lack of strong evidence that could support the widely held notion that specific categories of students learn differently. Those opposing inclusive education strongly advocate for the creation of special learning facilities for people with various disabilities.

Gender and patriarchy are also known to have a great influence in perpetuating the existence of educational inequality. This can be best seen in many African countries where education of the male children is held with high importance than that of the female children. Owing to this, women for a long time have had poor access to educational opportunities. Gender equity in Africa has been an area of focus by civil rights organizations and non governmental organizations for last two decades. Nafziger (5) notes that since colonial days in African states, education has been an important vehicle for upward social mobility.

He explains that the educated were able to occupy administrative positions in the government bureaucracies of the time and this enabled them to use education to transmit class status to their children. This group consisted of mainly men, the reproduction of the class system through education therefore led to a situation where men had higher educational attainment compared to women.

Democracy and racism are linked to equality in terms of human rights and societal development. Many immigrant groups were segregated and denied educational opportunities until the abolition of Jim Crow rules which led to equal opportunities for both the dominant white population and the minorities’. Countries undergoing civil wars and other forms of internal conflicts have poor records of good governance.under such circumstances, the ruling class has often violated the rights of the ordinary people. This consequently leads to the widespread inequalities that are seen when such countries are compared to those which have peace and democratic leadership.

A commitment to addressing the challenge of ensuring equal opportunity as well as non discrimination is important in ensuring that inclusive education becomes a practical reality. Towards this end, it would involve actions that are based on proper needs identification. These needs for example could be those of learners with some disability, those of learners who do not speak the dominant teaching language or learners who come from disadvantaged backgrounds and who often encounter difficulties in their learning.

An excellent example for this is offering scholarships to international students and work-study programs for needy students which would enable them to meet their living costs especially in higher learning institutions. This is one way of encouraging equality and diversity. Needs assessment also relates to building the competence of new teachers who have little exposure to multicultural learning environments. This would for example involve encouraging such teachers to bilingual bearing in mind the context of the situation.

Planning for multicultural classrooms should take note of the staffing needs to ensure that the teaching and support staff are sensitive to the cultural diversity in the school. This is important in making every learner to feel that they belong together. The staff should interact more with learners who appear withdrawn and hardly noticeable in the school. Designing of the school curriculum should take into consideration the concerns of minority groups and ensure that their issues are addressed within the taught curriculum. A common mistake made by tutors in multicultural classrooms is ignoring, disapproving or showing open sarcasm to the customs of and traditions of learners with whom they have little ties in terms of cultural heritage. Gill, Mayor, and Blair (6).

Facilitating cultural exchange initiatives among the learners can also play an important role in integrating the diverse groups of learners into a cohesive unit.

Educational planners should facilitate and evaluate the professional development of staffs in multicultural learning centers. Planners should also evaluate educational policies both at the national and local level levels to ensure that discriminative policies are not enforced. This would is important in sustaining gains made should old staff members move out.Assessing whether there are conflicting issues among members of the school is important as it is possible to address them before they escalate to heightened levels. Performance evaluation among staff and earners as well should be based on the ability and not on individual attributes like color, race and ethnicity.

Inequalities in education disadvantage groups of people from access and attainment of education similar to others due to social status. The answer to educational inequalities lies in upholding the principle of nondiscrimination and ensuring a level playing field in order for all people to enjoy equitable opportunities.

• Roemer, J E. Equality of opportunity. U.S.A. Harvard university press; 1998.
• Daniels H, Garner P. Inclusive education: supporting inclusion in education systems. London.Routledge; 2000.
• Foster, P, Gomm, R, Hammersley, M. Constructing educational inequality: An assessment of research on school
• Newton, E. Problems of equality of opportunity in education.Jstor: review of educational research, vol.16, No.1 (1946) pp 46-49.Cited 2010.
• Nafziger, E W. Inequality in Africa: political elites, proletariat, peasants, and the poor. Cambridge.CUP Archive; 1988.
• Gill, D, Mayor, M.B, Blair, M. Racism and education: structures and strategies. London. Sage Publications;2002.
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8 Need-to-Know Inclusion Questions, Answered by Our Experts!

Happy Inclusive Schools Week, teachers, and thanks for everything you do to all year long to make every learner feel safe, respected, and welcomed. Our hats are off to you, this week and EVERY week.

On this blog, it’s a tradition to celebrate Inclusive Schools Week with some practical inclusion tips from the experts. This year we’ve put together an 8-question Q&A for you, excerpted and adapted from some popular inclusion guides. Here, leading inclusion experts like Paula Kluth, Cheryl Jorgensen, and Julie Causton answer some of the most frequently asked questions about inclusive education. Read on to see if they’ve answered your biggest inclusion question (and if you don’t see yours on the list, add it in the comments below)!

Can my school choose whether or not to offer inclusion?

Answered by: Paula Kluth, in the book You’re Going to Love this Kid! :

In both of these situations, the law is not clearly understood. If a student with disabilities can be successfully educated in a general education setting (with the appropriate supports and services), then the student’s school must provide that experience. Schools cannot claim that they do or do not “offer” or “do” inclusion. Special education is not a program or a place and inclusive schooling is not a way of doing business that schools can dismiss outright. As the law indicates, students with disabilities should only be removed from general education “when the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily” (IDEA, PL 101-476, § 612[a][5]). Therefore, in cases in which students can be educated in general education “satisfactorily,” the school must “offer” inclusion.

I’m concerned about the effect that students with more significant disabili­ties will have on my other students. Do they draw resources and attention away from the rest of the class?

Answered by: Cheryl Jorgensen, in the book It’s More Than “Just Being In” :

Second, numerous research studies show that the academic achieve­ment of all students rise when schools or districts embrace inclusive educa­tion as a schoolwide effort—with strong leadership from the principal, a lot of professional development for teachers, and the availability of common planning time for teams.

Third, your question about students with disabilities taking attention and resources away from the other students really makes me wonder if you and the whole class are getting the support that you need. Students with disabilities educated in general education classes are entitled to supplemen­tary aids and services to enable them to learn, and those aids and services also include resources for the classroom teacher, such as training, special education personnel who come into the classroom to share the teaching load, AT, behavioral support, and common planning time. I also recommend that the IEP teams of students with complex support needs have 1 hour of common planning time per week.

I hope that you will sit down with the other members of your students’ IEP teams and your administrators and have an honest discussion about what supports you need to teach all the students in your classroom well. You deserve no less and neither do they.

How do I meet the number of minutes for special education services on the IEPs unless I pull students out?

  Answered by: Julie Causton & Chelsea Tracy-Bronson, in The Educator’s Handbook for Inclusive School Practices :

I understand the benefits of inclusion for students with disabilities, but how do typically developing children benefit from inclusion?

  Answered by: Sarika Gupta, in the book First Steps to Preschool Inclusion :

Typically developing children benefit from inclusion through:

• More positive attitudes toward diverse peers
• Increased social skills (e.g., initiating interactions, negotiating, sharing)
• Demonstrating fairness and equity in play
• Modeling both prosocial and academic behaviors to peers with disabilities
• Becoming natural, confident leaders who are less likely to view disability as an impairment
• Increased likelihood that they will initiate friendships and assist individuals with diverse needs and qualities

I do a lot of large-group lectures, worksheets, and paper-and-pencil tests. Am I wrong in thinking that a student with disabilities wouldn’t get a lot out of being in a class like mine?

Answered by: Michael Giangreco, in the book Quick-Guides to Inclusion :

Activity-based learning is well suited to including learners with a wide range of educational needs and learning styles. One of the gifts that students with disabilities can bring to the classroom is to highlight the need to use more active, participatory, creative approaches to learning. In the process of increasing the amount of activity and participation to accommodate the needs of a student with disabilities, teachers often realize that these approaches are motivating, preferred, and effective for many other students in the class who don’t have disability labels.

Although active and participatory approaches typically require a bit more preparation time, they are more enjoyable for students and teachers alike. I’ve spoken to several teachers who have told me that their teaching has been invigorated because of what they have learned from having a student with a disability in their class. Increasing activity and participation can include a wide range of options, such as individual or cooperative projects, drama, experiments, field study, art media, computers, research, educational games, multimedia, various forms of choral responding, and many others.

Making sure students have a lot of interesting and motivating work to do can have side benefits, such as decreasing behavior problems and encouraging positive social behaviors. Your students can be very creative and helpful in designing active learning experiences, so don’t hesitate to include them in the planning process.

I’m worried about the possibility of students with disabilities being ostracized or left out by their peers. What can I do to encourage friendships and social connections in an inclusive classroom?

  Answered by: Carol Tashie and Zach Rossetti, in the book Quick-Guides to Inclusion :

You can utilize cooperative learning lessons in which all students participate, affirming the notions of interdependence and the power of students working together. Learning centers and other small group situations develop social bonds as students teach and learn from one another.

Develop a sense of your students’ individual strengths so you can structure learning situations in which all students both give and receive help. This helps to avoid students without disabilities taking on caregiving roles with their classmates with disabilities, which can become a barrier to the development of friendships. Even when students are working independently, teachers can encourage student connections by allowing them to ask each other for help, proofread first drafts, and brainstorm ideas with each other. These kinds of classroom strategies can provide the foundation for the development of meaningful and reciprocal friendships.

What concrete actions can administrators take to improve their inclusive schooling model?

If you’re a school administrator, you can:

• Integrate the elements of inclusive schooling into your school improvement plan.
• Attend local, regional, and national conferences related to inclusive schooling (e.g., TASH, PEAK, PEAL, Inclusion Works!).
• Present at local, regional, and national conferences related to inclusive schooling.
• Visit other inclusive schools, and invite faculty members from other inclusive schools to visit your school.
• Organize a teachers’ book club with selections related to inclusive schooling.
• Write about inclusion for blogs, newsletters, magazines, newspapers, or other publications.
• Develop a web site about inclusion.
• Ask students how to make the school more inclusive.
• Ask the parent–teacher organization to address issues related to barriers, school culture, and collaboration.
• Write a grant to launch an inclusion-related project or reform.

  I’m a new teacher in an inclusive classroom, and I’m feeling overwhelmed. What are the first things I should focus on to get on the right track?

Answered by: Nicole Eredics, in the book Inclusion in Action :

When I began teaching, I was able to support students by keeping the following ideas in mind:

• It is the classroom teacher’s responsibility to teach ALL students. I can’t stress enough how important it is for inclusive teachers to take responsibility for teaching all students in the classroom. There will be students who require extra learning support and/or special education services beyond the capacity of the classroom teacher, but those extra services do not and should never make up the student’s entire education program.
• Think about what the student can do. Remember that in a strength-based classroom, teachers see the child’s strengths first.
• Focus on ability level and not grade level. This was how I ensured that each student could learn and work on material that was appropriate to his or her learning needs. Having so many different grades in the class made it easy to accommodate different levels of learning.
• Connect and collaborate with staff. Many of my best teaching ideas over the years have come from my colleagues. There is tremendous value in learning from the experience of others. One of my most memorable tips was a positive behavior management strategy that came from my friend’s sister who was also a teacher. Essentially, I grouped the students and gave each group a color. I used the color names to organize student work, activities, lessons, and movement in the classroom. For example, when I wanted the students to line up at the door, rather than have the whole class move toward the door at once, I would ask groups to line up by color.
• Get creative. Think beyond modifying the paper-and-pencil work that is expected of students. Think of ways to appropriately incorporate technology, art, and/or tactile materials into the lesson.

Have a question to add? Head down to the comments section and add it there—we’ll ask our experts to answer any new questions in the new year!

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Inclusive Education Essay

Inclusive Education: Inclusion And Inclusive Education

Inclusive education brings all children with or without disability under a same educational environment with same opportunity and right. Inclusion disagree the concept of special school or classrooms to separate students with disabilities from students without disabilities. In today’s date, 148 countries including the European Union have ratified the United Nations Convention on the Rights of Persons with disabilities (UNCRPD) and 158 have adopted the Convention. In December2013 a Report-‘Thematic

Inclusive Education

reconceptualize the classroom and not automatically think bad behavior is the students’ problem and something that needs to be controlled. (Mouton, J. & Marais, H.C., 1990) He suggested several ideas to ensure that classroom setting will adapt to inclusive education. One, classrooms need one main rule – respect one another. After this, if students and teachers create interesting curriculum with materials that matter in the students’ lives, then students will be interested, involved and focused on what

INCLUSIVE EDUCATION: CHALENGES AND PROSPECT IN INDIAN PERSPECTIVE ABSTRACT Inclusive education is process of strengthening the capacity of the education system to reach out to all learners, irrespective of their abilities, disabilities, ethnicity, gender and age, and receives quality education. The purpose of the study is to ensure that all children gain access to quality education that will prepare them to contribute to country’s progress. Recommendations to send children with disabilities to

Inclusive Education : The Benefits Of Inclusive Education

Inclusive Education Benefits All Every child has the ability to learn, but the way a child learns and processes knowledge can be very different, especially for a child with special needs. (Mainstreaming Special Education in the Classroom) As a society we owe all children the chance to reach their full potential, thus we must set up an environment where this accessible. Integrated education unarguably allows the must vulnerable and excluded children this chance. According to Inclusiveschools.org

Inclusive Education And Its Impact On Education

Background In the last few decades the education system has changed drastically. As a result of The Salamanca Statement which highlights right of education for all children (UNESCO, 1995) implementation of inclusive education has been the goal in many countries (Leyser & Kirk, 2004). Although the movement of inclusive education has gained momentum in recent years, there are number of factor that plays important role for inclusive education to be successful, such as training, resources, legislation

Inclusive Education In Australia

Introduction The term ‘inclusive education’ really has not got a definition, as the meaning is constantly shifting in the public education system. This critical review examines an article that links inclusive education in Australia within education to lead access and educational outcomes for students. The article cited above ‘Inclusive Education in Australia’ was written by Joanna Anderson and Christopher Boyle who are both associate professors in the school of education at the University of New

Inclusive Education In Special Education

The knowledge about children with special education need gained through formal studies during pre and in-service training is another factor that has attracted considerable attention in the past. Previous training on special and inclusive education was considered an important factor in improving teachers’ attitudes towards the implementation of an inclusive policy (Avramidis, Bayliss, & Burden, 2000). Farida et al., (2012) and Ahmmed, Sharma, & Deppeler, (2012) studies on primary school teachers’

The Importance Of Inclusive Education

Inclusive education means that all children with different abilities, cultural differences, economic background etc. attend and are welcomed by schools in age-appropriate, regular classes and are supported to learn, contribute and participate in all aspects of the life of the school. Education systems have changed drastically in the last few decades as educating children with disabilities in regular schools has become an important goal in many countries. Several researchers in the past have recommend

Inclusive Education In Canada

together and from one another.” Inclusive education is when students with and without disabilities partake in activities and learn in the same classes. It is when neighborhood schools welcome all students to attend age-appropriate classes and encouraged to learn and contribute to all parts of school life. The inclusion methods of special education in Canada and Mexico are different in that in Canada inclusive education is widely adopted while in Mexico inclusive education is found mainly in urban settings

• 3 Works Cited

Inclusion, a complex issue which creates continuous debates. In the book Creating Inclusive Classrooms, J. Spencer Salend defines inclusion as : “[…] a philosophy that brings diverse students, families, educators and community members together to create schools and other social institutions based on acceptance, belonging and community […] (Creating inclusive Classrooms, 2005, p.6) As a result, inclusive education considers as from a young age, all students as full members of the school community

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Inclusive Education Essays

Inclusive education.

face special education. Although we live in a democratic nation, many people are unaware that every human being is to be treated equally in an educational institution. Is society conscious of the fact that students with special needs are able to be included in regular education classrooms, whether they be mentally or physically disabled? What actions should people take as legislator, citizen, parent, teacher or student? Typically, the primary responsibility of general education teachers is to

Inclusive Education: The History Of Inclusive Education

Inclusion in the classroom has been a topic of conversation throughout the history of organized education. Incorporating special education students with general education students, both groups are given a unique opportunity to learn and grow together rather than in separate environments. In Kerri Phillips’ article, “Inclusive Education,” she describes inclusive learning as “the goal of inclusive practices is to plan and devise an intervention option that is unique in meeting the disabled individual

Inclusive Education And The Politics Of Inclusive Education

The global education system is faced with a number of challenges, among them, the quest for excluded groups in society to be included in the mainstream education and social settings. This has in the recent past given rise to the ideology of inclusive education alongside its political struggles in policy formation and implementation. However, looking at exclusion as the main influence behind inclusion, it is crucial to understand and deal with the root of exclusion in education in order to address

For over 25 years society’s attitudes towards people with disabilities have changed significantly. As a result, education for students with disabilities has made a prominent transformation. Particular social and historical events, both international and national, have played an integral part in influencing the development of inclusive education in Australia (Thomas and Loxley, 2007). Furthermore the history of society’s attitudes towards difference has had a major influence towards the formation

Inclusive Education: Establishing An Inclusive Education

Inclusive education is a general setting which a child with disability or special child was put together with normal student that accompanied by a normal teacher. It aims to nurture the special child in terms of social communication and educational aspects. According to Forlin (2010) a comprehensive model of training grasps a social model of disability that encompasses the privileges of all children to be educated together and is upheld both morally and ethically.. All children with disability have

inclusive education

unfortunately, science education typically has received little emphasis in special education classrooms. A survey of special education teachers conducted by Patton et al. (1986) suggest that science is often not taught at all and, when it is taught, is allocated less time than typically is allocated in general education classrooms. Hall et al. (2002) states that the number of students with disabilities who take science and field research as a major in postsecondary education is very small. According

Inclusive Education in Australia

The implementation of policy and legislation related to inclusive education, thus being a focus on the diversity and difference in our society (Ashman & Elkins, 2009), would have vast implications on the way society views that which is different to the accepted “norm”. The education system and the peer group within the school system are important socialisation agents in an individual’s life. Children from an early age absorb the values, attitudes and beliefs of the society in which they participate

What is inclusive education? Inclusive education is concerned with the education and accommodation of ALL children in society, regardless of their physical, intellectual, social, or linguistic deficits. Inclusion should also include children from disadvantaged groups, of all races and cultures as well as the gifted and the disabled (UNESCO, 2003). Inclusion tries to reduce exclusion within the education system by tackling, responding to and meeting the different needs of all learners (Booth, 1996)

The Requirements of Inclusive Education

After a great deal of reading on the policies and legislation surrounding inclusive education in Australia today, it has become apparent that it is a very contentious issue. I can see true benefits to inclusive education policy and legislation not only for individual students but for wider society as we as teachers and a wider schooling community can show the world that difference is encouraged, accepted and valued. However, it has become clear that the language and labels used in policy and legislation

Inclusive Education In Canada

who have a disability are being educated alongside their non-disabled peers” (Porter & Richler, 1991, p. 12). The 1980s saw a gradual, evolutionary change in special education practices in Canada. Until this period, many children in Canada, including those with disabilities, did not benefit much from public education system. Education was considered as a privilege and as such was reserved for children from the privileged class (Millet, 2004). For instance, in the mid-1970s, the only children with

The Importance Of Inclusive Education

Inclusive teaching in the classroom helps the students to feel comfortable and able to share their ideas and questions with their teachers and peers (“Inclusive Teaching Strategies”, 2016). The best way to include all the students in the classroom is to use the VAK learning styles. Teachers use the appropriate style for the students has learning difficulties and also for advanced learners. Teachers should use their pedagogy practices and knowledge to develop programs/activities for a class so that

Inclusive Education Essay

curriculum experiences. Children attend schools and are welcomed in age-appropriate, regular classes which encourage learning and contributing this is described as an inclusive education. This interview and essay will highlight how such issues in the classroom are experienced by the pupils who have an inclusive education. Inclusive education is the process of schools who work together so that each child has the opportunity to learn. Significantly, these schools celebrate difference, acknowledging children’s

Education And The Importance Of Inclusive Education

Education is the foundation of a civil society. It is the process of facilitating learning or the acquisition of knowledge, skills, values, beliefs, and habits. Education can take place in formal or informal settings and any experience that has a formative effect on the way one thinks, feels, or acts may be considered educational. In other words, education is the means of developing the mind for the betterment of the individual and society. But the inclusive education is an urgent need of the time

short history in regards to inclusive education in Mainstream school. At the start of this century, six special schools were completed being Eden School, Fernvale Gardens School, Pathlight School, Rainbow Centre – Yishun Park, St. Andrew’s Autism School and Woodlands Garden School. Since the starting of Pathlight School in January 2004, there has been an increase in the awareness of the public on Special Education. Before that, children with special needs are already inclusive in our mainstream schools

The Benefits Of Inclusive Education

According to EENET (2015), Inclusive Education is a continuous development process of change and enhancement in the wider education system and inside schools to make education more welcoming, learner-friendly and beneficial for everyone. It is also about modifying the education system to ensure flexibility to a diverse range of learners. The Inclusion BC (2012) stated that Inclusive Education is all about how schools, classrooms, programs and activities are designed and developed as well as making

Inclusive Education In Australia

how inclusive education is bought to their education system. Thirdly, three recommendations that a beginning teacher would need to consider in the classroom for inclusive education, complying with current Australian legislation. It is then concluded, that fostering change endeavours educators to be part of a successful change

through to the 1980s. The ideals behind inclusive education have their roots in the development of liberal and progressive thought, where equality of opportunities is stressed. Elizabeth Burgwin, a child welfare pioneer saw no purpose or virtue in segregation. The idea of separate schools was not even considered, instead the idea of how schools may be adapted to the needs of children with disabilities was considered. (Topping & Maloney, 2005). Inclusive education would promote the building of a more

Teaching Strategies for Inclusive Education

for an inclusive education system that values all students, regardless of difference. As a preservice teacher about to enter into the teaching profession it will be my responsibility to cultivate optimum teaching and learning experiences that will support all students’ social, emotional and academic development. Whilst this task does seem daunting and challenging, it is also exciting to be one of the many pioneers who will contribute to an educational reform, resulting in the ideal of inclusive education

The Chinese University of Hong Kong EDUC Programme (2013-2014) Faculty of Education EDUC 2230A Structure and Process of Schooling Professor Alan Cheung Individual assignment Lai Ming Wa 1155029992 SSPE Year2 How can inclusive education move on in Hong Kong to help SEN students engage in school - based on evidenced based reviews Significance of inclusive education Inclusive education is so important because it makes all of the students, teachers and parents to understand, accept and respect

Angel Jones English 102 Inclusive Teaching In this paper I will discuss the importance for inclusion schooling in not only primary school but secondary as well. Inclusion is mainstreaming students with special education needs. In certain cases inclusive teaching has bettered not only the students but the teachers. By switching more schools over to inclusive teaching our education system can prosper as it should have long ago. The origin of inclusive education came from the right of children with

Home — Essay Samples — Education — Special Education — Inclusion of Special Education Students in Classroom: an Overview

Inclusion of Special Education Students in Classroom: an Overview

• Categories: Special Education Students With Disabilities

About this sample

Words: 1643 |

Published: Aug 14, 2023

Words: 1643 | Pages: 4 | 9 min read

Table of contents

Introduction, inclusion of special education students .

• Free and appropriate public education
• Appropriate education
• Development of an individualized education program (IEP)
• Education provided in the least restrictive environment (L.R.E.)
• Parent participation in decision making
• Procedural safeguards to protect the rights of parents and their child with a disability.
• General education classroom placement with few or no supportive services.
• General education classroom placement with collaborative teacher assistance.
• General education classroom placement with specialist assistance.
• General education classroom placement with resource room placement.
• Special education classroom with part-time in a general education classroom.
• A full-time special education classroom.
• Homebound instruction.
• Hospital or institution.
• getting acquainted
• exploration
• ollaboration 
• Salend, S. J. (2005). Creating Inclusive Classrooms: Effective and Reflective Practices. Pearson.
• Turnbull, A., Turnbull, H. R., Shank, M., & Smith, S. J. (2004). Exceptional Lives: Special Education in Today's Schools. Prentice Hall.
• Martin, N. A., & Huber, M. (2016). Inclusion: Making Room for Grace. Wipf and Stock Publishers.
• Friend, M., & Bursuck, W. D. (2018). Including Students with Special Needs: A Practical Guide for Classroom Teachers. Pearson.
• Hanson, M. J., & Lynch, E. W. (2013). Understanding families: Applying family systems theory to early childhood practice. Young Exceptional Children, 16(1), 3-13.
• Giangreco, M. F., & Doyle, M. B. (2002). Quick fixes and powerful miracles: Labels, inclusion, and special education. Phi Delta Kappan, 84(3), 228-238.
• Hardiman, R., McDonnell, J., & Welch, M. (2016). Classroom integration of special education students: A pedagogical analysis. The Journal of Special Education, 9(3), 277-291.
• United States Department of Education. (n.d.). Individualized Education Program (IEP). [Online] Available at: https://sites.ed.gov/idea/regs/b/a/300.320
• Salend, S. J. (2001). Creating Inclusive Classrooms: Effective and Reflective Practices for All Students. ERIC.

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Inclusive education: addressing the needs of all learners

Inclusive settings offer students opportunities to establish relationships with their peers and learn useful skills, such as following routines, figuring out different ways to solve problems, and communicating effectively..

Thursday June 13, 2024 , 5 min Read

According to the World Health Organization, there are an estimated 24 million children with special needs in India. Like any other children, children with special needs too have ambitions and dreams for their future. Like all children, they too need quality education to develop their skills and realise their full potential.

Yet children with special needs are often overlooked in policymaking, which limits their access to education and their ability to participate in social, economic and political life. 

How do you identify children with special needs? For education to be truly inclusive the needs gap analysis should take into account the full spectrum of reason for the differences in learning ability. These can be because of cognitive, physical or linguistic minority reasons (native tribal language speakers – adivasis ).

Inclusive education means all children study in the same classrooms, irrespective of their ability. This includes not only children with disabilities, but speakers of minority languages too.

The context in India

In India, the majority of mainstream schools do not have an active programme and  curriculum for supporting the needs of different learners. This reluctance on the part of the school management stems from the mistaken belief that having learners of different abilities will somehow dilute the experience of children who do not have special needs. 

This notion is mistaken ab initio. It is vital for all students to develop empathy, connection, and a sense of a social responsibility which extends beyond meeting their own needs. One of the best ways to do this is to have children of various abilities learn together from an early age. All young people grow from encountering a variety of experiences.

What are some of the means by which inclusive education can be achieved?

Social emotional learning

Social emotional learning (SEL) is the process of developing the self-awareness, self-control, and interpersonal skills that are vital for learning, succeeding in the workplace, and creating healthy nourishing relationships in life. 

SEL gives people—from childhood through the full life span—the tools they need to build and maintain positive relationships, control strong emotions, and express empathy. Developing these skills is the key to having happy well adjusted adults. 

Deep meaningful connections and relations in life are the single biggest predictor of happiness, according to the Harvard Study of Adult Development. The world’s longest running social science experiment concluded that more than wealth, power or fame, it is the quality of our relationships that determine our happiness. Having a structured programme for social emotional learning in schools is vital for helping students gain the skills to find happiness. 

Dr Robert Waldinger and Marc Schulz, the directors of the Harvard study, assert that the most important factor for well-being in people is developing positive relationships with other people. The premise is simple and therefore easily overlooked. There is a deep link between mental health and the quality and depth of our connections with other people.

Creating structured programmes

Inclusive settings offer students many opportunities to learn useful skills, such as following daily routines, figuring out different ways to solve problems, using humour and sharing stories, and communicating effectively.

Ask anyone what they remember about their school days, and the majority will tell you it’s the friends they made.

Inclusive learning environments provide students with and without disabilities many opportunities to establish relationships with their peers. These relationships form the beginnings of friendships that are a source of fun and enjoyment, and an essential source of emotional support during challenging times. 

Inclusion is all about students having a sense of belonging. In an inclusive classroom climate, instructional decisions are made on the basis of each student’s individual needs and not on labels, numbers and test scores.

Use of artificial intelligence and other technologies 

The advent of AI and other new technologies is likely to have profound effects on how we live, learn, love and find meaning and connection as a species. Some of the most exciting uses of AI is in creating personalised models for children with special needs.

Digital reading tools can be a revelation for students who have reading challenges. Tools that offer text-to-speech software allow students to listen to passages of text or instructions rather than reading what’s on a page or screen. While this is helpful for all students at any given time in the classroom, it’s particularly useful for students with dyslexia and students who speak English as their second or third language. 

AI is still in its infancy, and every iterative improvement shall make this an increasingly powerful tool for inclusive education. 

To prepare for this, we first need to reboot our school curricula. AI and data science should be compulsory subjects and taught in an age-appropriate manner from the primary education years. 

Second, we need to rapidly upskill teachers and coaches to impart these skills to students. Third, we need to enable much closer interactions between software firms, schools, and regulators to update the curriculum frequently.

The aim of a good education system is not to teach students what to learn but how to learn. Helping students to become knowledgeable, responsible and caring is an important priority for us all.

However, today’s young people face unparalleled demands in their everyday lives. They must achieve at school, understand and appreciate others, make the right decisions about social and health practices, resist negative influences both online and offline, and contribute to their family and community. 

Planning and actively encouraging a programme for inclusive education will make a much healthier and vibrant society. 

The author is the trustee of Sanskriti Group of Schools and an alumnus of London School of Economics.

Edited by Swetha Kannan

• Inclusive Education
• inclusivity
• disability empowerment
• modern-age learners

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5 Important Takeaways From The 2024–2025 U.S. News And World Report Best Global University Rankings

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This morning, U.S. News and World Report released their much-anticipated 2024-2025 Best Global University Rankings. These annual rankings are a cornerstone in the field, influencing decisions that range from student applications to institutional funding and providing a glimpse into the current state of affairs in the world of higher education. This list can provide helpful insights into the relative merits of the schools students may be considering adding to their college lists. In order to use this list effectively, however, it is important to understand the nuances of the ranking system and the factors considered therein.

Here is a breakdown of the rankings’ methodology, as well as key takeaways from this year’s list:

Methodology

The U.S. News and World Report Best Global University Rankings are based on a comprehensive methodology that evaluates colleges and universities across thirteen key metrics. These include:

• Global research reputation (12.5%)
• Regional research reputation (12.5%)
• Publications (10%)
• Books (2.5%)
• Conferences (2.5%)
• Normalized citation impact (10%)
• Total citations (7.5%)
• Number of publications that are among the 10% most cited (12.5%)
• Percentage of total publications that are among the 10% most cited (10%)
• International collaboration – relative to country (5%)
• International collaboration (5%)
• Number of highly cited papers that are among the top 1% most cited in their respective field 5%
• Percentage of total publications that are among the top 1% most highly cited papers 5%

In addition to the overall global rankings and country-specific rankings, U.S. News and World Report published a subject-specific ranking list , evaluating schools’ global positions in over 50 individual disciplines.

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These rankings offer quantitative data students can consider when building their college lists, providing a fairly comprehensive picture of universities’ academic prowess and institutional reach. That being said, students using the rankings to build their college lists should note that many of these factors do not capture the qualitative aspects of students’ experiences.

Key Takeaways from the 2024–25 Rankings

1. The number of universities considered rose by more than 10%.

This year, 2,250 universities across over 100 countries were considered—up more than ten percent from the 2,000 schools considered in the previous ranking.

2. Harvard University lands on top.

As in the last cycle, Harvard University claimed the #1 spot in the global rankings list. This prestigious accolade reflects Harvard's unparalleled academic excellence, groundbreaking research, and global influence. Known for its distinguished faculty, cutting-edge facilities, and a tradition of innovation, Harvard continues to set the standard in higher education, making it the leading choice for students and scholars worldwide.

3. The U.S. dominates the rankings for another year.

Nearly half of the top 50 schools in the ranking are located in the U.S., totaling 24 of the top 50 on the rankings list. Additionally, four out of the top five are U.S. schools: Harvard University, Massachusetts Institute of Technology, Stanford University, and University of California, Berkeley. This remarkable achievement underscores the global prestige of U.S. universities, known for their world-class research, innovative academic programs, and extensive resources.

4. UT Austin and Brown University dropped in the rankings.

Both Brown University and The University of Texas at Austin surprisingly dropped in the rankings, falling out of the top 50. Given both schools’ excellence, this shift demonstrates the fierce competition for top spots in the rankings this year.

5. U.S. News and World Report adds new subjects to the rankings.

This year, four new disciplines were added to the subject-specific rankings, including: ecology; green and sustainable science and technology; environmental engineering; and marine and freshwater biology. These additions not only demonstrate the ranking system’s commitment to reflecting the most relevant information in higher education today, but also provide a glimpse into recent trends and changes in the disciplinary offerings at the most prestigious universities in the world.

The 2024–2025 U.S. News and World Report Rankings offer students valuable information regarding the trends in the global higher education landscape. While students should take their personal preferences and the intangible elements of a school’s culture that draw them to a specific school into account, these rankings can be a helpful first step for students as they set their collegiate goals and assemble their college lists.

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How to Build Genuine LGBTQ+ Allyship in Your Company

Catalyst webinar participants shared ways senior leaders can build a culture where everyone is included..

Despite visible support during Pride month, many organizations struggle to maintain meaningful allyship efforts year-round. Research from the Center for American Progress in 2022 shows that half of LGBTQ+ employees have encountered discrimination or harassment in the last year because of their sexual orientation, gender identity, or intersex status. Catalyst research demonstrates that when employees experience equity and inclusion at work, they are more likely to stay.

The Catalyst webinar “ Active Allyship: Strengthening LGBTQ+ Inclusion in Your Company ” kicked off with an overview of EY’s recent LGBTQ+ Workplace Barometer Report , which surveyed over 500 corporate members and showed that younger generations of LGBTQ+ employees, particularly members of Gen Z, expect inclusion at work, and that when employees experience inclusion, they are more likely to stay.

Moderated by Josh Smalley Baldasare , Director, Content Creation, Global Marketing and Communications, Catalyst (he/him), the panel featured insights from industry leaders in Canada, the United States, and the United Kingdom. The panelists included Bobby Gale, Director, Analytical and Data Platforms, Loblaw Companies Ltd. (they/them); Chris Crespo, Director–DEI, EY (she/they); Ella Slade, Diversity & Inclusion Lead (LGBT+ Inclusion) Learning & Performance UK, Vodafone (they/them); Japneet Kaur, Senior Manager–Diversity, Equity & Inclusion, TD Bank Financial Group (she/her); Kimberley Messer, VP, Diversity, Equity and Inclusion, IGM Financial (she/her); and Leah Brome, Director, Inclusion, Diversity, & Equity, Global, Kyndryl (she/her).

Here are the top five recommendations they shared for organizational leaders to build allyship in their workplace culture so that LGBTQ+ employees experience inclusion:

• Identify and address discrimination. Implement global non-discrimination policies, establish confidential grievance procedures like Vodafone’s “Speak Up” process, and use employee engagement surveys and exit interviews to uncover—and then address—discrimination effectively.
• Provide educational opportunities. Offer trainings on topics such as gender identity and maintain ongoing awareness efforts to counter increasing anti-LGBTQ+ rhetoric.
• Move from performative to genuine allyship. Engage with LGBTQ+ employees to ensure initiatives are driven by actual needs. Offer comprehensive mental health resources and gender-affirming healthcare to fully support the LGBTQ+ community.
• Speak up publicly and inclusively. Make public statements on diversity and inclusion and integrate inclusive language in communications. CEOs should engage directly with employees to foster a culture of genuine allyship.
• Enable managers and ERGs to be effective allies. Provide managers opportunities to learn more about inclusion in teams and collaborate with ERGs.

Additional Takeaways

• Avoid making heteronormative assumptions, asking intrusive questions about queer identities, or giving backhanded compliments that perpetuate harmful stereotypes.
• Respect people’s pronouns and encourage allies to educate themselves and do their own research without burdening marginalized groups.
• Understand that being part of the LGBTQ+ community does not mean you automatically know everything about the experiences of all its members.
• Stay humble and committed to continuous learning and growth within the community. Be open and curious about others’ experiences and perspectives.

Creating a culture of genuine allyship requires continual effort and inclusive policies that support LGBTQ+ employees year-round. By prioritizing authenticity and understanding the profound impact of allyship, organizations can create environments where all employees thrive, contributing to a more equitable workplace for everyone.

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