Inclusive education is teaching content in such a way that every individual in the classroom has a significant contribution to the learning process. Education is inclusive when culture, background, ethnicity, and prior knowledge are all melded together in such a way that students achieve synergy through their variety. Inclusion is when individuality and personality are embraced and utilized to generate a richer and more meaningful learning experience for the entire classroom. Inclusive education allows students to feel unique and equally valued, and part of a larger picture in which all students learn together.
Inclusion is particularly important for students with characteristics which would normally alienate them or inhibit their participation in the course. This includes but is not limited to: minority children, children from low-income families, and children with physical or mental disabilities (particularly students who struggle with learning disorders, but do not qualify for special education services). An inclusive school respects each student as an important component of the school community, and encourages learning for all children. One particularly effective strategy employed by inclusive schools is including parents as an essential part of the school community. When parents and teachers are working together to understand the expectations and goals of each individual student, it creates a powerful support network for the students. Also, by making parents valued members of the school community, teachers can effectively address issues that may require parental assistance.
This link (cited below) http://schoolpsychologistfiles.blogspot.com/2008/11/benefits-of-inclusion-classroom.html is a particularly interesting resource related to classroom inclusion. What makes this article seem lacking in scholarly nuances is what makes it most intriguing to me - it is part of a blog. Beneath it are comments from fellow bloggers giving their opinions on inclusion, its effectiveness, and how its effectiveness is often hindered by its execution. While one has to take these comments for face value, in a way there is no substitute for feedback from parents and instructors on their personal experiences with inclusion.
Sources:
1) Inos, R. H., & Quigley, M. A. (n.d.). Research review for inclusive practices. Informally
published manuscript, Available from Office of Educational Research and Improvement.
2) King, E. N. (2004, November 4). [Web log message]. Retrieved from http://schoolpsychologistfiles.blogspot.com/2008/11/benefits-of-inclusion-classroom.html
No comments:
Post a Comment