Those are numerous, popular, and easy to list. But what about the problems with inclusive classrooms? It is almost as if it is taboo to even suggest there are problems with creating an inclusive classroom.
Friday, March 2, How to Overcome the Challenges to Inclusion Inclusive education is finally starting to attract the attention it deserves in American public schools.
Inclusion improves outcomes, fosters social and emotional development and equips students for life outside of school. Despite its value, however, school districts still claim challenges to implementing full inclusion.
Talk of insufficient resources, ill-prepared staff and myths about inclusion still exist to create barriers. The good news is that there are ways to overcome these challenges and move towards inclusive schools in every community. The first common challenge to overcome is debunking the myths and misunderstandings of inclusive education.
We need to provide educators, schools and communities with accurate, up-to-date information. For example, inclusion is not a service or program that is offered to a group of students.
Inclusion is an attitude that determines how we interact with one another. It drives our desire to include every student, regardless of ability, in meaningful learning experiences alongside their peers. The website, Wrightslawis an excellent place to start learning and sharing accurate information about inclusion.
Newsletters, Parent Night, teacher inservice and The challenges of inclusion such as Including Isaac can also help relay the meaning of inclusion. Another challenge to inclusive education is belief that it works for students with and without special needs. The National Catholic Board on Full Inclusion has complied an extensive amount of research that that shows the many benefits of inclusion to both typically and non-typically developing students.
In fact, one survey of more than parents of elementary-age children shows that 89 percent would enroll their children in an inclusive classroom again. And, finally, the third most common challenge is understanding the mechanics of inclusion.
Inclusion is like a car. There are many parts under the hood that work together to make it run smoothly.
One of the most important parts is having the support of school administration and staff. The adults in the building help set the tone of an inclusive school - from the principal to the bus driver, the playground supervisor and the classroom teacher.
They are friendly, welcoming and make inclusion a priority in all school activities. In fact, many inclusive schools institute a school-wide character education program, in which staff, students and families participate. This helps reinforce the common goal of inclusion.
There may be some need for focussed instruction outside of the classroom, which usually happens during the least disruptive time of day. In addition to curriculum, materials and resources are made accessible to all students.
Varying levels of text, visual supports, manipulatives and assistive technology are woven into the class program. For ways to implement these strategies, you can look to Brookes Publishing Company where there are a great selection of teacher guides for the inclusive classroom.
Lastly, inclusion involves the work of parents and families. Communication between home and school is essential to making sure the student is learning and thriving in the classroom.
It should be a consistent, pro-active arrangement where information is shared between the family and classroom teacher, that is for the benefit of the child. Because it involves the entire school community, there are challenges that can be faced. However, knowledge, discussion, access to resources and support, along with ongoing communication, can help those challenges feel surmountable.
Children of all abilities can then truly have equal access to a free and appropriate education. Pedagogical and research foundations.The post by others on here just shows the problem is not inclusion, but the school systems their children are in not running Inclusion the way it is supposed to be run making the problem more of an administration issue than an inclusion issue.
Principals Solve Inclusion Challenges From time to time, Education World updates and reposts a previously published article that we think might be of interest to administrators. We hope you find this recently updated article to be of value.
Early Childhood Inclusion: Challenges and Strategies from the Preschool Inclusion Survey March This resource is based on a webinar that was held on October 28, , sponsored by ELC TA and the Early Childhood Technical Assistance Center.
This webinar was the first in. Although many schools are moving towards special needs inclusive classrooms, there are a number of issues or challenges that need to be addressed. Preparing and training a teacher is the first step in making special needs inclusive classrooms a success. In a well-designed inclusion classroom, however, the teacher uses inclusion strategies to help students succeed academically.
Therefore, students encounter higher expectations – both from their peers and their teachers, as well as the positive academic role models of their non-disabled classmates.
NEW State TA Resource: How Phase 3 Early Learning Challenge States are Leveraging ELC Funds and Other Funds to Support Inclusion. This resource, developed by the Early Learning Challenge Technical Assistance (), describes how the six Phase 3 ELC states (Georgia, Kentucky, Michigan, New Jersey, Pennsylvania, and Vermont) are leveraging ELC funds and other state funds to support inclusion.