PROMOTING INCLUSION

Promoting Inclusion

Promoting Inclusion

Introduction

The issues of equality, diversity and ways to promote inclusion are of particular significance for teachers. All educators are expected to embed equality and diversity in teaching. This may be easier in some subjects than others. A teacher concerned with spreading awareness and respect for diversity needs to consider where their subject interfaces with human beings (Gravells, 2008). In judging whether an educator as promoting equality, diversity and inclusion we need to consider the values and culture of the learners and the teacher, the physical environment and the learning materials. Because of the varying needs of students, teachers need to clearly understand and promote the concept of inclusion.

The concept of Inclusion

Inclusive education is a complex and contentious area and has preoccupied teacher educators for many decades although not necessarily under this title. It arose in responding to 'individual differences' in the 1960s, in the 'selective schools versus comprehensive education' debate in the 1970s, in relation to the issue of 'special needs in ordinary schools' in the 1980s, again in the 1990s in the 'integration versus inclusion' debate and now in relation to differentiation and gifted education (Gravells, 2008). Inclusion entails a comprehensive use of knowledge, skills and abilities that direct in responding to the needs of special students. It involves 'regular' schools and classrooms genuinely adapting and changing to meet the needs of all children as well as celebrating and valuing differences. The basic rationale behind the concept of inclusion is to provide these people with the opportunity to mingle with other non-disabled people and spend maximum time with these people, so that they develop a tendency to participate and contribute to society in equal terms. Inclusion is a very different practice. In inclusive settings, there are no eligibility criteria. (Friend, 2008)The general education teacher has primary responsibility towards the exceptional students in his or her class room. The exceptional students with disabilities are treated equally with the other students. Students with disabilities would not be removed from the general education classroom for failure to make progress. Instead, additional supports or instructional methods would be applied to accommodate the student's needs within that setting. The EPPI-Centre review identified three key perspectives in promoting inclusion:

Responding simultaneously to students who differ from each other in important ways, some of which pose particular challenges to the school;

Maintaining the presence of students in school but also maximising their participation: A process which can be shaped by school action.

If changes in behavior occur, students would not be removed unless they posed a threat to themselves or to other students or in the event that the behavior caused consistent disruption to the academic progress of others. Instead of removal, assessments, such as a functional behavior assessment, would be performed to determine additional supports necessary to continue a student's participation in the general education classroom. Mainstreaming is primarily centered on altering the student to fit the environment. Inclusive practices are centered on altering the environment to fit the ...