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The document discusses inclusion and making learning environments more student-friendly for all students, including those with disabilities. It argues that inclusion has benefits like peer mentoring and preparing students for an inclusive society. Research shows students with disabilities do better academically and socially in regular classrooms compared to separate settings. Schools need a shared vision between administrators and teachers, proper resources, data analysis, and professional development to remove barriers to inclusion and achievement for all students.

Education

Roll Out the Welcome Mat! Schools that include everyone promote harmony along with an appreciation for the differences that mark us individually.” - Helen Henderson, Columnist

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ABSTRACT: While the practice of inclusive education has recently been widely embraced as an ideal model for education, the acceptance of inclusive education practices has not translated into reality in most mainstream classrooms. Even though education policies in South Africa stipulate that all learners should be provided with the opportunities to participate as far as possible in all classroom activities, the implementation of inclusive education is still hampered by a combination of a lack of resources and the attitudes and actions of the educators in the classroom. The main purpose of this paper is to develop a deeper understanding of educators' personal understanding of the barriers to learning and how their understanding relates to their consequent actions to implement inclusive education in mainstream classrooms. A qualitative research approach was used to establish their perspectives and to frame questions regarding their perceptions and understanding. The findings, in this paper, indicate that the way in which educators understand the diversity of learning needs is based on the training that they received, which focused on a deficit, individualised approach to the barriers that encounter learning and development. KEYWORDS: barriers to learning; inclusive education; mainstream classrooms; inclusion

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This research aimed to explore the current conditions, problems, and needs in the implementation of inclusive education, to examine the best model of the implementation of inclusive education and to investigate the effectiveness of the inclusive education model. This research was mixed method researchs which was conducted in three stages. Stage one was exploring the current conditions, problems, and the needs on inclusive education implementation. Stage two was formulating an inclusive education learning model and stage three was determining the efficiency of the inclusive education model. Findings reveal that students and learning are the biggest obstacle in implementing inclusive education, while management, students, and learning are the most important factors to be considered in implementing inclusive education model. Based on the findings, the whole school inclusive education model was developed which consisted of three stages namely input, process, and output. It was suggested that during the implementation of this model collaboration should be emphasized.

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Remedial and Special Education 2017, Vol. 38(1) 28 –41 © Hammill Institute on Disabilities 2016 Reprints and permissions: sagepub.com/journalsPermissions.nav DOI: 10.1177/0741932516644054 journals.sagepub.com/home/rase Article Although Individuals With Disabilities Education Act (IDEA) policies reflect movement toward inclusive education, in practice, many schools are reluctant to move all students, particularly those with the most extensive support needs, into general education classrooms (McLeskey, Landers, Williamson, & Hoppey, 2012; O’Rourke, 2015; Ryndak, Jackson, & White, 2013). Practitioners find inclusive education models to be challenging for several reasons. The primary argument against inclusion reflects a philoso- phy of protectiveness and shelter for students with disabilities and stresses the need for concentrating specialized supports in a single location (Kauffman, 2004). A second- ary argument expresses concern about directing educational resources and instructional time primarily toward students with disabilities, thereby reducing the quality of instruction provided to students without disabilities (Kauffman, Landrum, Mock, Sayeski, & Sayeski, 2005). A substantial body of research on inclusive educational practices does not support these common critiques. Reviews of the literature comparing segregated and inclusive educational arrangements on indicators of student achievement generally favor inclusive education for both students with and without disabilities (Cole, Waldron, & Majd, 2004; Cosier, Causton-Theoharis, & Theoharis, 2013; Jackson, Ryndak, & Wehmeyer, 2010; Kurth & Mastergeorge, 2010; McLeskey, Waldron, & Redd, 2014; Rea, McLaughlin, & Walther-Thomas, 2002; Ruijs, Van der Veen, & Peetsma, 2010; Sailor, Wolf, Choi, & Roger, 2009; Sermier Dessemontet & Bless, 2013). In spite of these reported successes, The sticking points to inclusion still appear to be: Who takes responsibility for the students who struggle academically and socially?; the labeling of “included” students; the reorganization of classrooms to include all students; the types of curricular approaches that are most effective for those with additional needs; and the role of special educators. (O’Rourke, 2015,p. 537) 644054RSEXXX10.1177/0741932516644054Remedial and Special EducationChoi et al. research-article2016 1University of Kansas, Lawrence, USA Corresponding Author: Jeong Hoon Choi, University of Kansas, 1314 Wakarusa Drive, Suite 208, Lawrence, KS 66045, USA. Email: [email protected] Associate Editor: Brandi Simonsen Improving Learning for All Students Through Equity-Based Inclusive Reform Practices: Effectiveness of a Fully Integrated Schoolwide Model on Student Reading and Math Achievement Jeong Hoon Choi, PhD1, Jessica M. Meisenheimer, PhD1, Amy B. McCart, PhD1, and Wayne Sailor, PhD1 Abstract The present investigation examines the schoolwide applications model (SAM) as a potentially effecti ...

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1. Roll Out the Welcome Mat! Schools that include everyone promote harmony along with an appreciation for the differences that mark us individually.” - Helen Henderson, Columnist

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