Inclusive education is where children with disabilities are educated with their nondisabled peers to the greatest extent possible or appropriate. The laws set the precedent for all students, not just those with disabilities, to have the opportunity to be educated equally with their peers and disallow any child from being excluded, no matter how diverse from the general population the child may be. Inclusive education is meant to benefit special education, bilingual, homeless, minority, and mental health. Inclusive education is meant to serve diverse students with highly complex learning needs, including students with varied ethnic, linguistic, socioeconomic and ability components. Two characteristics of inclusive schools are a sense of community. This is where every child is respected as part of the school community, and where each child is encouraged to learn and achieve as much as possible. Another characteristic is a common vision. A shared vision that sees each childas a respected member of the community brings a common goal and connectedness to every participant--parent, administrator, school staff, or student. Sharing a common vision produces a strong community sense and interconnectedness. One strategy to help students become more responsible and effective in the inclusive process is by helping students to become problem solvers. They can be used as peer mediators, peer tutoring, cross-age tutoring, cooperative learning, and buddy systems.
Inos, R. H. (n.d.). Research review for inclusive practices. Retrieved from
http://www.prel.org/products/Products/Inclusive-practices.htm
I chose this picture because to me, it represents inclusive education perfectly. It shows two students, one of which is special needs, helping each other out. Inclusive education is where the disabled students are in the regular classroom with the rest of the students, which is exactly what is happening in this picture.
Inclusive education. (n.d.). Retrieved from http://zcs.org/school/programs/inclusive-education/
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