Inclusive Policies and Practices

[Inclusive Policies and Practices

Current Trends in Inclusive Principles and Practices

In support to the inclusive classroom model, it is believed the purpose of this inclusion is not restricted to schools; instead the main goal is to establish a society, where all children regardless of disabilities, are welcomed openly. The best example of this unity is seen in the Chinese educational system. The national constitution of China fully supports inclusive education and employment opportunities for the different people. They have implemented the national policies in the true sense. That is why the Chinese people are known to show more respect towards people with disabilities (ILO, 2013). The United Kingdom also favours the inclusive classroom models, but it is facing tremendous resistance from its educators and schooling communities. Some of the educators call the inclusion an abuse to the school system (MacBeath, 2006).

Relation between Cultural Practices and Child Care Delivery

It is now widely known that child development is constructed through cultural beliefs and values. They regulate the child rearing beliefs, developmental expectations, caretaker's emotional point of reference, and child's learning activities fro achieving the learning objectives and developmental outcomes. Child is first influenced by the parents' beliefs and values. Then the educators shape their minds so that children feel themselves fit in their society. Education is basically aimed at making students suitable for the society they live in. Child's development is driven by cultural values and traditions.

Cultural Diversity

The teachers of inclusive classroom experience cultural diversity, which is a not a threat. It is a challenge that every teacher must accept by designing and implementing efficient activities. The Australian inclusive classroom models are successful despite the growing cultural diversity in the Australian schools (Konza, 2008). Furthermore, a system of positive behavioural managing in the inclusive classroom not only means to support students with emotional problems, but it also means to build a classroom culture on rewards, recognition, cooperation, and respect (Sapon-Shevin, 2008).

Inclusive classrooms help all students to realize that people in the world may differ from one another on the basis of speech, thinking and abilities. They get an idea of working collectively to find solutions of the problems that are acceptable for everyone. Students and teachers in the inclusive atmosphere tend to work with unity. It has been observed that when people are surrounded by those who are different in any respect, the focal point of conversation shifts from the individual to the whole community (Sapon-Shevin, 2008).

Local Services

Australian Red Cross Services Strategy 2013

Family Referral Service Sydney

Australian Institute of Family Studies

Community Relations Committee

Commission for Children and Young People and Child Guardian

Australian Reconciliation Barometer 2010

Challenging Racism: The Anti-Racism Research Project

Australian Human Rights Commission (2008)

Australian Institute of Health and Welfare (2011)

2010 Senate Community Affairs References Committee

The St Vincent de Paul Society of Australia

Negative Impacts of Unfair and Biased Comments on Children

Discrimination injures and leaves scars lasting a lifetime, upsetting goals, aspirations, and self-worth. Children who receive such comments from teachers and their peer students cannot perform well in their ...