inclusive edutn

1. NEW B.ED COLLEGE, NELLIMOOD
THIRUVANANTHAPURAM
ASSIGNMENT ON PEDAGOGY
TOPIC: INCLUSIVE EDUCATION
Submitted By,
NAME: SHINDU SIVAN
SUBJECT: ENGLISH
CANDIDATE NUMBER: 165/13376020
INTRODUCTION
Inclusive education differs from previously held notion of
integration and mainstreaming, which tended to be concerned
principally with disability and ‘special educational needs’. By
contrast, inclusion is about the child’s right to participate and the
school’s duty to accept the child. Inclusion rejects the use of special
schools or classrooms to separate students with disabilities from

2. students without disabilities. A premium is placed upon full
participation by students with disabilities and upon respect for their
social, civil, and educational rights. Fully inclusive schools, which are
rare, no longer distinguish between "general education" and "special
education" programs; instead the school is restructured so that all
students learn together.
PURPOSE OF INCLUSIVE EDUCATION
The purpose of education is to ensure that all students gain
access to knowledge, skills, and information that will prepare them to
contribute to communities and workplaces. The central purpose
becomes more challenging as schools accommodate students with
increasingly diverse backgrounds and abilities. As we strive to meet
these challenges, the involvement and cooperation of educators,
parents, and community leaders is vital for the creation of better and
more inclusive schools.
INCLUSIVE EDUCATION
Inclusion in education is an approach once thought only
necessary for educating students with special educational needs. Now
it is crucial that all teachers ensure inclusive practice for all students in
their classroom and the wider school. Under the inclusion model,
students with special needs spend most or all of their time with non-disabled
students. Implementation of these practices varies in schools.

3. Inclusion is an educational approach and philosophy that provides
all students with community membership and greater opportunities for
academic and social achievement. Inclusion is about making sure that
each and every student feels welcome and that their unique needs and
learning styles are attended to and valued.
Inclusive schools put the values upon which America was
founded into action; they ask teachers to provide appropriate
individualized supports and services to all students without the
stigmatization that comes with separation. Research shows that
most students learn and perform better when exposed to the
richness of the general education curriculum, as long as the
appropriate strategies and accommodations are in place.
At no time does inclusion require the classroom curriculum, or
the academic expectations, to be watered down. On the contrary,
inclusion enhances learning for students, both with and without
special needs. Students learn, and use their learning differently; the
goal is to provide all students with the instruction they need to
succeed as learners and achieve high standards, alongside their
friends and neighbors.
CLASSIFICATION
Inclusion has two sub-types: the first is sometimes
called regular inclusion or partial inclusion, and the other is full

4. inclusion. "Inclusive practice" is not always inclusive but is a form of
integration. For example, students with special needs are educated in
regular classes for nearly all of the day, or at least for more than half
of the day. Whenever possible, the students receive any additional
help or special instruction in the general classroom, and the student is
treated like a full member of the class. However, most specialized
services are provided outside a regular classroom, particularly if these
services require special equipment or might be disruptive to the rest of
the class and students are pulled out of the regular classroom for these
services. In this case, the student occasionally leaves the regular
classroom to attend smaller, more intensive instructional sessions in a
resource room, or to receive other related services, such as speech and
language therapy, occupational and or physical therapy, and social
work. This approach can be very similar to mainstreaming practices,
and may differ in little more than the educational ideals behind it.
In the "full inclusion" setting, the students with special needs are
always educated alongside students without special needs, as the first
and desired option while maintaining appropriate supports and services.
Some educators say this might be more effective for the students with
special needs. At the extreme, full inclusion is the integration of all
students, even those that require the most substantial educational and
behavioral supports and services to be successful in regular classes and
the elimination of special, segregated special education classes. Special

5. education is considered a service, not a place and those services are
integrated into the daily routines and classroom structure, environment,
curriculum and strategies and brought to the student, instead of
removing the student to meet his or her individual needs. However,
this approach to full inclusion is somewhat controversial, and it is not
widely understood or applied to date. Much more commonly, local
educational agencies provide a variety of settings, from special
classrooms to mainstreaming to inclusion, and assign students to the
system that seems most likely to help the student achieve his or her
individual educational goals. Students with mild or moderate disabilities,
as well as disabilities that do not affect academic achievement, such as
using wheelchair, are most likely to be fully included. However, students
with all types of disabilities from all the different disability categories
have been successfully included in general education classes, working
and achieving their individual educational goals in regular school
environments and activities.
BENEFITS OF INCLUSIVE EDUCATION
All children benefit from inclusive education. It allows them to:
 Develop individual strengths and gifts, with high and appropriate
expectations for each child.

6.  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 learn about and accept
individual differences, lessening the impact of harassment and
bullying.
 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.
In principle, several factors can determine the success of
inclusive classrooms:
1. Family-school partnerships
2. Collaboration between general and special educators
3. Well-constructed plans that identify specific accommodations,
modifications, and goals for each student
4. Ongoing training and staff development
CLASSROOM PRACTICE
Students in an inclusive classroom are generally placed
with their chronological age-mates, regardless of whether the

7. students are working above or below 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. This is used to show students that a
diverse group of people make up a community, that no 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 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
 Encouraging students to take the role of teacher and deliver
instruction focusing on the strength of a student with special needs

8. THE PROMISE OF INCLUSIVE EDUCATION
Inclusive education brings all students together in one classroom
and community, regardless of their strengths or weaknesses in any
area, and seeks to maximize the potential of all students.
 Inclusion is an effort to make sure that diverse learners – those
with disabilities, different languages and cultures, different homes
and family lives, different interests and ways of learning – are
exposed to teaching strategies that reach them as individual
learners
 Inclusive schools ask teachers to provide appropriate
individualized supports and services to all students without the
stigmatization that comes with separation
 Teachers in inclusive classrooms vary their styles to enhance
learning for all students.
CONCLUSION
Inclusive education means that all students attend and are
welcomed by their neighborhood schools in age-appropriate, regular
classes and are supported to learn, contribute and participate in all
aspects of the life 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.

9. Every person in our province has worth, is valued and has the
right to be included in our communities. Disability supports make it
possible for people with developmental disabilities to live and
participate as full citizens. A decent quality of life means having the
supports you need to contribute to your community and live a safe,
healthy and productive life.
REFERENCES
1. . "Transformation Ahead for Special Education" Carroll, Doug, The
Arizona Republic. 21 September 2006
2. “Attention deficit hyperactivity disorders: A handbook for diagnosis
and treatment” (2nd Ed.). Barkley, R.A New York: Guilford. (1998)
3. . “Preserving Special Education” Lieberman, Laurence M, Nobb
Hill Press Inc, 1988.
4. “The Exceptional Child: Inclusion in Early Childhood
Education” (4 ed.), Allen, K. E.; Schwartz.2000.
5. “Understanding Psychology Eighth Edition”, Feldman, Robert S.
(2008).
THE END