Inclusive Education

Introduction Inclusive command is a wreak whereby the naturalize systems, strategic plans, and policies adapt and change to include t apieceing strategies for a wider more than diverse range of children and their families. Inclusive kitchen-gardening implicitly means to get a line a childs contracting style and adapt the school dayroom and instruct strategies to curb high quality unwraping egresscomes for every last(predicate) members of the class. Every wholeness is important, un e superfluous(a) K and valued for their contribution to the school. Kirk et al. ,(2009).In this assignment we argon dis agency to tackle some(predicate) comprehensive pedagogy, its advantage towards learners with and without special information in schools and excessively the characteristics of a school that net it earnest for the utiliseation of comprehensive development. We argon in like manner going to hold forth about steps to follow in request to create an in force(p) sc hool for all in my region and to discuss the challenges of comprehensive procreation in Namibia lastly we argon going to arrive at recommendation on how the challenges of inclusive program line butt joint be met.Question 1 Discuss the advantages/ clears of inclusive education towards the learners with and without special educational compulsions in Namibian school. The learners bequeath all feel accepted and loved In an inclusive schoolroom, dis abled children direct a chance to feel resembling the forward-looking(prenominal) kids. They be less likely to miss out on companionable events, and they confirm more opportunities to pay friends. The chance to achieve alongside their non-disabled friends mass friend their self-esteem.With the certification of a skilled teacher, they whitethorn beseem more socially competent and feel less isolated. There ar potential benefits for non-disabled students, too, who may gain greater netherstanding and empathy as they lear n to accept and appreciate their disabled peers. Non-disabled students may in any case benefit educationally from the more one-on-oneized and personalized approach that inclusive teaching pot provide. They will all feed impressive learnedness In inclusive education, children with and without disabilities are all expected to study, learn, read, write.By having higher expectations for children with disabilities coupled with good and effective instruction, they quickly learn academic skills. Because the philosophical system and mission of inclusive education is intended to armed service all students to learn, all children in the class benefit from the method of instruction. Children with disabilities in the classroom tend to show academic action in several areas including improved performance on mastery of IEP goals, order tests, motivation to study and learn, overall good grades and classroom behaviour.Also, children with disabilities who are instructed under general educat ional settings have scored higher on literacy than those children educated in segregated classrooms They have increased understanding and learn to accept miscellany When students participate in classes that mimic the differences and similarities of individuals in the outside or very world, they naturally learn to accept form. Understanding, acceptance, and respect grow as the children with differing cultures and abilities act with each other.Inclusive classrooms as well create venues where children form and widen friendships with each other turn strengthening their social and interactive skills. Children with differing abilities will learn from each other. Because it creates a solid group, the inclusive classroom promotes the civil rights of all students, provides conk out to the social value of equality and respect, teaches collaborative and socialization skills, builds interdependence and apply between students, promotes social peace, and provides children a micro model of the real world. They all have design livesFor families with disabled children, the dream of living a normal life comes true thanks to inclusive classrooms. Of course, all parents want their kids to live normally have friends, be accepted by others, and have stiff activities. Inclusive classrooms make this a reality for children with disabilities. Through inclusive settings, children with disabilities whoremonger achieve a sense of belong with diverse groups of people. Therefore, it provides a good venue for learning and growing. In terms of socialization, children learn to father friendships while enhancing self-respect.It allows no discrimination as all learners are treated equally When students with special education needs are placed into a fragmentise classroom from their peers, it puts a label on those students and marks them as different. comprehension practices sort children into classrooms without the bias of special needs or non-special needs entrance into the e xhibit. In this way, inclusion allows each student to have access to the equivalent teachers, instructional materials, tools and lessons as every other student in the school. They will have real-world experienceWhen students leave school and enter the real world, they will non always find themselves surrounded by other people who are exactly like them. Students with special needs will need to learn to function with people who do not have special needs, and the paired is also true of students in perpetual education programs. An inclusive classroom helps students learn about the differences between people while they are mute young and ex directs them to diversity by allowing them to work and play alongside children who are different from themselves. A positive learning environmentEach and every learner feels pleasurable and is given the opportunity to perform at his/her educational needs they are also empowered to participate frequently in cooperative learning, peer tutoring and decision making. Learners with and those without special needs they will have on going contact with each other both within the academic and social setting. They will feel empathy for one another, gain an increased sense of self-esteem, develop a positive understanding of each other, develop friendship and develop strong and social communication.Question 2 Characteristics of a school that make it effective for the implementation of inclusive education The school promotes a sense of belonging to all learners all learners are treated equally despite their differences. Learners who cant walk are provided with wheelchairs so that they can move over they want without someone helping them and learners with hearing impairments are provided with earpiece to elude any background noises which can affect them.Learners with visual impairment are provided with eye glasses and they are projectors in classrooms which can project texts so that they can see tumefy and so that learning can be faci litated They are corridors that are designed to help learners on wheelchairs to move swimmingly without any problem and they are also physical therapists, counsellors and stick up groups that help these learners. Question 3 You are appointed as inclusive educational officers at your region. You are given a responsibility to be one of the policy makers.What steps will you follow so that you create an effective school for all in your region? Developing a common philosophy and strategic plan The establishment of a school philosophy or mission statement serves as to define its intend in terms of how the needs of all learners will be addressed and to comfort an individual and collective involvement and participation by all education professionals, families and communities towards acceptance and care for all learners included in the regular education classroom. Providing strong runwayershipTo have responsibility to set the tone of the school and to verify that decisions are made, chal lenges are met and interactions and carry outes are acquited that are consistent with the schools philosophy and defined purpose. Promoting school and classroom cultures that will meet appreciate and accommodate diversity Make sure that schools have to comment value, respect, educate and socialise all its learners. It has to develop a caring culture that welcomes, appreciates and accommodates all learners.The schools personnel have to attend to their learners needs for acceptance, belonging and friendships as the social environment significantly influences learning itself. The social interactions between the teacher and the learner and those among learners are critical ingredients in the learning process and so each learner has to feel valued, safe, connected and cared for in order for inclusive education to succeed. Developing support networks It is important to develop school support networks for both teachers and learners needing encouragement and supporter in an inclusive education setting.The support network of a particular school may include mixed types of teams and other support systems that help ensure that the philosophy or mission statement of the school, to effectively meet the needs of all students, is operationalized. Using a deliberate process to ensure accountability Successful inclusion depends on a proactive process to ensure sufficient, effective and on-going planning and supervise of the learners. Planning sessions must be treated as part of an on-going process and not as ends in themselves.Regular and efficient team meetings are necessity in order to monitor progress. Developing organised and on-going skillful assistance There will be a need for regular, comprehensive and groundbreaking staff development opportunities in schools, there will also be a need for a task force to provide technical assistance for all individuals involved in teaching learners with special educational needs in an inclusive education setting. Regular nee ds legal opinion should be conducted to identify the types and content of the technical assistance activities that are most(prenominal) needed.Maintaining flexibility To make sure that schools welcome and educate all its learners. It has to reply to the challenges posed by learners with diverse educational needs in their hobby of education. Examining and adopting effective teaching approaches To see if they are best possible approaches and to ensure effective teaching and learning by all learners. L earners have varying strengths, weakness, needs and learning styles. Teachers need to know each learners well enough to have good sense of their, strengths and underdeveloped abilities.They also need to appreciate the varied talents and special abilities as well as the disabilities that their learners may bring to the classroom. Celebrating successes and learning challenges School staffs ought to be creative and innovative. They ought to demonstrate a positive focus and recognise the importance of acknowledging, celebrating and building on success. They also ought to develop a culture of self-reflection and continuous improvement. The schools needs to nourish and combine its successes into its school policy and day to day practice Being versed about the change processPeople experience and react to change differently. The change process can be slow and time consuming. Since change is considered a process, educators can use it as a rationale for slowly phasing in modern practices in schools. to avoid implementation failure, all stakeholders at all levels must join unitedly to facilitate a comprehensive planning of the new change that is consistent with the schools mission statement. 3. 1 What are the challenges of inclusive education in Namibia? non enough teachers trainingRegular education teachers lots do not have the distract training or education to understand the needs of students who have disabilities. A teacher is not able to provide special needs students with enough care or maintenance in the classroom, so the student falls behind or acts out behaviourally. Even the most flexible teacher can have difficulty. callable to continued demands for standardized testing or other academic standards, she may be unable to be as creative in teaching as she might otherwise be. General Education Practices Have Not Changed EnoughInclusion may not have changed teaching practices in the regular education classroom enough to benefit special needs students who are integrated into the classroom. Most classrooms tend to teach to average level students and it can be difficult for the learning disabled student to keep up with the yard of the classroom. Regular education teachers may resent slowing the classroom whole step for the few special needs students, as they feel it might be detrimental to the majority of students in the classroom. Lack of Funding for Appropriate ResourcesSome of the detriments of inclusive education could be minimized if the regular education classroom had the appropriate resources available for teachers. For example, inclusive classrooms can be benefited by having a teachers economic aid or paraprofessional in the classroom to assist the regular education teacher with behavioural issues, study skills and assignments of special needs students. Funding for these resources is sparse though, so the teacher may find that keeping control of a biggish inclusive classroom is beyond his abilities.Lower Educational Standards and Loss of Advocacy Parents and special education teachers may be concerned that the lesson plans in a regular education inclusive classroom will be watered smooth to accommodate the special needs students. This would end up being a detriment not only to the regular education student, but the special education student as well. Special education teachers are specialally trained to understand the strengths of individual disabled students. Therefore, lesson quality can be higher in the special education classroom.With the shift from special education classrooms to regular education classrooms, students could not only experience a discharge of quality in the teaching, but a loss of advocacy from the teacher. 3. 2 Make recommendation how the challenges above can be solved. Having external support service This external support must be provided by an just team (qualified staff) who needs to work at the regular school together with with children, teachers, other services and education community as whole.Learners with special educational needs should receive additional instructional support in the stage setting of the regular curriculum. Training regular teachers It is actually one of the foundations that can lead us to make inclusive education a successful reality. pendent teachers know that classroom needs must be approaches from a curricular standpoint in which difficulties are defined depending on each specific task and activity and on classroom conditions . The types of curricula they develop are process based therefore they are flexible and they adjust to the unique diversity of each group.They are not based on learning goals that vivify exclusively to testing to measure how much a child has learnt. pendant teachers know that sometimes they need to modify materials, techniques, methods, etc. that when necessary they have to replace or skip activities that they might have to adjust schedule times. Teaching-learning material Learners must have access to the materials that they need, learners with disabilities they are supposed to have in class-help, be extracted from certain activities, have additional after school-help and also to have additional homeworks.Physical access and learning environment Where physical factors pose barriers to learning and participation, simple ramps and internal classroom arrangements can easily help the situation. Furthermore, improvements in the physical environment of the centres of learning, such as t he design of the building, the handiness of water, electricity and toilet/sewerage facilities will enable students to participate in the range of learning activities in and out of the classroom and provision of necessary facilities learning aids and support materials.These changes benefit all students. Curriculum and sound judgement Curriculum needs to be relevant to the children and flexible enough to reply to all childrens needs. The curriculum can facilitate the development of more inclusive settings when it leaves room for the join of learning or the individual teacher to make adaptations so that it makes better sense in the local context and for the individual learner.Being re-trained in curriculum and evaluation, teachers need to be trained to change their military strength of special needs children. Conclusion In this assignment we mainly discussed about inclusive education, and we have seen that inclusive education is very important to our education system here in Namib ia as it makes learners to accepted diversity and to make them feel that they are loved, cared for, valued and that they are important members of the society. It also improves the learning of learners and to know that they are all equal.Inclusive education must be enforced in schools and the steps we mentioned need to be followed in order to implement an effective schools for all in my region as whole as Namibia at large. Challenges of inclusive education need to be addressed and solved, and also parents, teachers, learners and the community as a whole need to work together in order to have a successful inclusive education in Namibia. Reference list Haihambo, C. K. , Hengari, J. U. , & M? wes, A. D. (2010).Introduction to inclusive education. University of Namibia Centre for external studies. Kirk,S. ,James. J,Coleman. M,& Nick,A. (2009). Educating exceptional children(13th ed. ). USA Wadsworth. Walton,E. (n. d. ). Key challenges in inclusive education. Retrieved April 12,201 3 from www. inclusion. co. za/media/docs/? key%? 20challenges%20of%? 20inclusive. Mae,L. (nd. ). Challenges of an inclusive classroom. Retrieved April 12,2013 from www. ehow. com Parents of Students Early Childhood Education.