Introductio1 (1) aiswarya (4)

Introductio1 (1) aiswarya (4)

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  ONLINE ASSIGNMENT Topic: InclusiveEducation Submitted by Aiswarya. T.S. English Reg no. 16514392001 Checked by Sreedevi VK
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  INTRODUCTION Inclusive education meansthat all students attend and are welcomed by their neighbourhood schools in age-appropriate, regular classes and are supported to learn, contribute and participate in all aspects of the school. Inclusive education is about how we develop and design our schools, classrooms, programs and activities so that all students learn and participate together. Neighbourhood schools are the heart of our heart of our communities, and Inclusion BC believes they are essential for a quality inclusive education system. Therefore we believe it is important to support a public education system public education system in B.C. Inclusive education happens when children with and without disabilities participate and learn together in the same classes. Research shows that when a child with disabilities attends classes alongside peers who do not have disabilities, good things happen. For a long time, children with disabilities were educated in separate classes or in separate schools. People got used to the idea that special education meat separate education. But we now know that when children are educated together, positive academic and social outcomes occur for all the children involved. We also know that simply placing children with and without disabilities together does not produce positive outcomes. Inclusive education occurs when there is ongoing advocacy, planning, support and commitment.
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  Inclusive Education A mainstreamedstudent attends some education classes, typically for than half the day, and often for less academically rigorous, or if you will, more interesting and career –oriented classes. For example, a young student with significant intellectual disabilities might be mainstreamed for physical education classes, art classes and storybook time, but spend reading and mathematics classes with other students that have similar disabilities (“needs for the same level of academic instruction”). They may have access to a resource room for remediation or enhancement of course content, or for a variety of group and individual meetings and consultations. A segregated student attends no classes with non-disabled students with disabilities a tested category determined before or at school entrance. He or she might attend a special school termed residential school that only enrols other students that only enrols other students with disabilities, or she might be placed in a dedicated, self-contained classroom in a school that also enrols general education students. The latter model of integration, like the 1970s Jowonio School in Syracuse, is often highly valued when combined with teaching such as Montessori education techniques. Home schooling was also a popular alternative among highly educated parents with children with significant disabilities. Residential schools have been criticized for decades, and the government has been asked repeatedly to keep funds and service in the local districts, including for family support services for parents who may be currently single and raising a child with significant challenges on their own. Children with special needs may already be involved with early
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  childhood education whichcan have a family support component emphasizing the strengths of the child and family. Some students may be confined may be confined to a hospital due to a medical condition (e.g. cancer treatments) and are thus eligible for tutoring services provided by a school district. Less common alternatives include home schooling and, particularly in developing countries, exclusion from education. Principles of Inclusion and Necessary Resources (edit) Although once hailed, usually by its opponents, as a way to increase achievement while decreasing costs, full inclusion does not save money, but is more cost-beneficial and cost-beneficial and cost-effective. It is not designed to reduce students’ needs, and its first priority may not even be to improve academic outcomes; in most cases, it merely moves the special education professionals (now dual certified for all students in some states) out of “ their own special education” classrooms and into corner of the general classrooms or as otherwise designed by the “ teacher-in-charge” and “administrator-in-charge.” To avoid harm to the academic education of students with disabilities, a full panoply of services and resources is required (of education for itself), including: • Adequate supports and services for the student • Well-designed individualized education programs • Professional development for all teachers involved, general and special educators alike. • Time for teachers to plan, meet, create, and evaluate the students together.
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  • Reduced classsize based on the severity of the students needs. • Professionals skill development in the areas of cooperative learning, peer tutoring, adaptive curriculum. • Collaboration between parents or guardians, teachers or para educator, specialists, administration, and outside agencies. • Sufficient funding so that schools will be able to develop programs for students based on student need instead of the availability of funding. Indeed, the students with special needs do receive funds from the federal government, by law originally the Educational for All Handicapped Children Act of 1974 to the present day, Individuals with Disabilities Education Improvement Act, which requires its use in the most integrated setting. The affecting the success of inclusive classrooms. • Family-school partnerships • Collaboration between general and special educator o Well-constructed plans that identify specific accommodators, modification, and goals for each student o Coordinated planning and communication between “general” and “special needs” staff o Integrated service delivery o On-going training and staff development o Leadership of teachers and administrators By the mid-1980s,school integration leaders in the university sector already had detailed schemas (e.g., curriculum, student days, students with severe disabilities in classroom) with later developments primarily
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  in assistive technologyand communication, school reform and transformation, personal assistance of user-directed aides, and increasing emphasis on social relationships and cooperative learning. In 2015, most important are evaluation of the populations still in special schools, including those who may be deaf-blind, and the leadership by inclusion educator, who often do not yet go by that name, in the education and community systems. Benefits of Inclusive Education • Development individual strengths and gifts, with high and appropriate expectations for each child. • Work on individual goals while participating in the life of the classroom with other students their own age. • Involve their parents in their education and in the activities of their local schools. • Foster a school culture of respect and belonging. Inclusive education provides opportunities to lean about and accept individual differences, lessening the impact of harassment and building. • Develop friendships with a wide variety of other children, each with their own individual needs and abilities. • Positively affect both their school and community to appreciate diversity and inclusion on a broader level.
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  Conclusion Students in aninclusive classroom are generally placed with their chronological age-mates, regardless of whether the students are working above the typical academic level for their age. Also, to encourage a sense of belonging, emphasis is placed on the value of friendships. Teachers often nurture a relationship between a student with special needs and a same-age student without a special educational need. Another common practice is the assignment of a buddy to accompany a student with special needs at all times (for example in the cafeteria, on the playground, on the bus and so on). This is used to show students that a diverse group of people make up a community, that on one type of student is better than another, and to remove any barriers to a friendship that may occur if a student is viewed as “helpless.” Such practices reduce the chance for elitism among students in later grades and encourage cooperation among groups. Teachers use a number of techniques to help build classroom communities: • Using games designed to build community • Involving students in solving problems • Sharing songs and books that teach community • Openly dealing with individual differences by discussion • Assigning classroom jobs that build community • Teaching students to look for ways to help each other
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  • Utilizing physicaltherapy equipment such as standing frames, so students who typically use wheelchairs can stand when the other students are standing and more actively participate in activities. • Encouraging students to take the role of teacher and deliver instruction (e.g. read a portion of a book to a student with special needs • Create classroom checklists • Take an area for children to clam down • Organize student desk in groups • Create a self and welcoming environment • Set ground rules and stick with them • Help establish short-term goals • Design a multi-faced curriculum • Communicate regular with parents and / or caregivers • Seek support from other special education teachers. Reference: Antoinette, M. L. (2003). Examining how the inclusion of disabled students into the general classroom may affect non-disabled classmates.
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  Ayres, B., &Meyer L. H. (1992). Helping teachers manage the inclusive classroom. Checked by Sreedevi V K
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  Ayres, B., &Meyer L. H. (1992). Helping teachers manage the inclusive classroom. Checked by Sreedevi V K