Inclusive Learning and Teaching – Case Study Example

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The paper "Inclusive Learning and Teaching" is a perfect example of a case study on education. Both nationally and internationally, educational policies and legislation related to inclusion have been created to sustain the rights of every child in an educational environment. These patterns support the inclusion of kids with disabilities within the least restrictive environment. Nevertheless, despite the principle of inclusion is currently widely accepted, the act of inclusion is rapidly turning to be a contentious matter, mainly in situations where inclusive acts proceed to marginalize kids with disabilities.

Inclusion means adjustments to all stages of education in addition to pre-service education (Evans, 2004). Teacher trainers currently face the hardship of put in order pre-service teachers to operate in rising inclusive settings. Western Australia for instance, the significance of being involved with diverse pupil populations in regular classes are certainly strengthened and openly expressed in present published reports (Bransford et al. , 2000). Western Australia teachers are encouraged to enroll and assist kids with disabilities within their regular classes in order to obtain the curriculum and become aggressive in school practices.

This implies that teachers need extra skills, knowledge, and competencies distinct to the broad scope of diverse requirements (Engelbrecht et al. , 2001). Challenges passing suitable policy into appropriate practice are usually impossible to places, which are identified by remoteness and low population, especially in WA. However, this region is rated strongly in terms of policy and legislative sense owing to the scope of funding, training currently accessible to trainers, and its geographical hardships. When best practices are used to all situations of the educational environment of pupils with a disability, full inclusion needs not just the pupil’ s existence in the classroom, but also a variety of rules and encouragements, which links with the distinct instructional aspects of resource school with the educational and social gains of the regular classroom (Fletcher, 2000). Best practices for inclusion are concentrated on the policy that all children get suitable, regular classrooms within their local schools.

In addition, every child should get a curriculum appropriate to their requirements, and they should gain from coordination and togetherness among schools, homes, and society. These policies serve as a source of school learning surrounding, which contains positive anticipations and chances for every child, management, which offers a facilitating and sanctioning school community for every child.

The school environment should allow and elaborate on the significance of social liability as well as appreciating diversity. The inclusiveness of planning and evaluation procedures is in addition spread through legislations, which clearly need the invitation of pupils alongside their parents for engagement in the planning and evaluation procedures (Shulman, 1997). The inclusive principle further states that clear directives on conditions in which exclusion of pupils with disabilities from the regular classroom should be allowed.

Withdrawal of special students from the normal class surrounding must happen only if appropriate, elaborate individual program strategy shows that continuing with regular classes with the help of substitute services, and aid cannot stand the pupil’ s social and educational requirements. Further, if there is precise proof that limited or complete withdrawal is needed for the welfare of the kid or other pupils (Fletcher, 2000).

References

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Bransford, J. D., Brown, A. L., & Cocking, R. R. (Eds.). (2000). How people learn: Brain, mind, experience, and school. Washington, DC: National Academy Press.

Crane, B. (2001). Revolutionizing School-Based Research. Forum 43(2), pp.169-176.

Cusumano, C., and Mueller, J. (2007). How differentiated instruction helps struggling students. Leadership, 36 (4), 8-10.

DET. (2006). Students with disabilities in regular classes: Funding support 2006. Sydney.

Elkins, J. (2005). The school context. In A. Ashman & J. Elkins (Eds.). Educating children with diverse abilities (2nd ed.). Pearson education Australia: French Forest.

Ellis, E., Gable, R. A., Gregg, M., Rock, M. L. (2008). REACH: A framework for differentiating classroom instruction. Preventing School Failure, 52(2), 31-47.

Fletcher, S. (2000). Mentoring in Schools. London: Kogan Page.

Foreman, P. (Ed). (2005). Disability and inclusion: Concepts and principles. Inclusion in action (3rd ed., chap. 1). Australia: Thompson.

Holmes, J., (2006). Participation and whole school improvement. Reflecting Education, 2(2), pp.38-47.

Jenkins, H. J. (2002). A continuum-based approach to inclusive policy and practice in regular schools. Special education perspectives, 11(2), p. 56-71.

Kapusnick, R., & Hauslein, C.M. (2001) strategies of curriculum differentiation.

McKinnon, D., and Gordon, C. (1999). An investigation of teacher’s support needs for the inclusion of students with disabilities in regular classrooms. Special education perspectives, 8(2), p. 3-14.

Prior, M. (1999). Reading disability in Australian children. Australian Journal of Remedial Education, 26(2).

Shulman, L. (1997). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1): 1-22.

Weiner, H.M. (2003). Effective inclusion: professional development in the context of the classroom. Teaching exceptional children, 35(6), p. 12-18.

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