Inclusive Education and Teaching Practices



Inclusive Education and Teaching Practices

Introduction

Development of inclusive schools is a challenge in contemporary education. It requires a profound transformation of the representations of societies, people in particular, that necessarily translates into changes in attitudes and actions, and thus affects the educational system of each society (Chadbourne, 1997). Building inclusive schools becomes a goal that directs the efforts of organized groups of teachers, programs and projects, and international cooperation. With a narrow concept of the portion of the population with disabilities, the result is a process of exclusion of groups from the education system. Both in education and law, the concept of “Education for All” must consider quality education, quality of life, and building just and equitable societies (Allen, 2006). Those most in need of social learning have been excluded from the educational system. These are the most vulnerable, such as ethnic and linguistic minorities, children working and exploited in the worst conditions, communities in poverty and extreme poverty, and other groups that exist in cities (Clark, 1999).

The paper will attempt to study the comparison of different approaches to inclusive and exclusive education along with application and critical analysis of different theories in the context of unequal outcomes of education

Inclusive Education

Inclusive education has been discussed in Australia for 20 years, i.e., since the introduction of inclusive education. However, policy makers have not yet reached a consensus as to the merits of inclusive education. On the one hand, inclusive education provides opportunities to children and young people with disabilities; on the other hand, inclusive education puts new problems in front of local bodies (Smyth, 2006). Australia has been dealing with three types of education to reach disabled and disadvantaged children: segregation, integration, and inclusion. According to the idea of ??segregating children with disabilities, children should learn and grow in specific locations where the program has different teaching methods and teachers have specialized training (Rioux, 2007). Education with integration assumes that children with disabilities should attend the same institutions and classes as non-disabled children, functioning fully with a normal learning environment. Nonetheless, in such cases, children with disabilities are taken care of (Rioux, 2007). System integration has been operating for many years. Some experts believe, however, that it does not meet its primary function. They see integration as simply a less-severe form of segregation.

The inclusive system produces a lot of solutions. Although there are many opponents, its value and importance cannot be ignored. However, there are significant obstacles to its implementation. Similar to the concept of the integration system, inclusive education focuses on children with disabilities to learn in the same schools and classrooms as children without disabilities (Kavale, 2000). Inclusive education focuses on making the child with disabilities feel like a full member of the class community, and the teacher to feel responsible. In addition, the number of children with disabilities in the class must match the number of such children in the community. In a 30-student class, there may be no more than 1-2 children with disabilities, ...