The importance of the Inclusion for Special Needs Students
Student name
University
April 21, 2020
Abstract
There is a disparity in the way child pedagogy is practiced by educators. The natural way which many educators and important stakeholders have used is the separation of students with special needs from other others. This includes the formation of special schools for the disabled students. However, this paper argues that pedagogy that aims at incorporating students with special needs in a mixed inclusive classroom is more effective than the latter approach.
Introduction
It is important for the inclusions of students with special needs. According to Norwitch et al. (2007), good teaching is that which is good and applicable for all. There is the need for universalized curriculum that will ensure pedagogical justice to the students with special needs(Price, 2015). Practices tXXX XXXX involve the use of XXXXXXXXXXX child pedagogy XXX XXXXXXXXX XXXXXXXX with special XXXXX in inclusive classroom XXX XXXXXXXXX to XXXXXX ‘learning for XXX students’.
Thesis XXX XXXXXXXX
XXX thesis XXX XXXXXXXX XX this research XXXXX is XXXX inclusion XXXXXX XX an XXXXXX of every XXXXXXXXX system XX XXXXXX XXXX each XXX every XXXXXXX benefits from educational XXXXXXXX in a well-XXXXXXXX XXX XXXXXXXXXXX XXX XXXXXXXXXXXX of XXXXXXXX with special XXXXX. Inclusion is XXX model XXXXX special need XXXXXXXX XXXXX XXXX time with general XXXXXXXXX XXXXX XXXXXXX (XXXXX &XXX; Provost, 2011). The argument of XXXX XXXXX is XXXX it becomes more XXXXXXXXX when XXX special XXXXX students have XXXXX XXXXXXXXXX XXX XXXXXX XXXXXXXXXXXX with XXXXX students. XX some extend the XXXXXXXXX XXXXX rejects some XXXXXXX XXXXXXX XXX classrooms XXXXX would XXXXXXXX students who XXX XXXXXXXX XXXX those XXXXXXX XXXXXXXXXX. Inclusion is a way XXXX advocates for the mixture of XXX disabled XXX XXX XXXXXX students XXXXXXXX XXXX XXXXX are XXXXXXXXXX and programs XXXXX XXXXX allow such interactions. In such a set up, it is apparent XXXX XXXXX XX XXXX advantage XXXXXXX XXX XXXXXXXX students feel XX XXXXX XXXX of XXX community and socialization. XXXXX, XXXX XX XXX XXXX alienated or separated XXXX XXX XXXX XX XXX students.
XXXXXXX that have inclusive classrooms XXX’t believe in diverse or XXXXXXXX classrooms. XXXXX they XXX’t XXXX separate environments, learning XX XXXXXXXX XXXX XXXXXXXX when focusing less on XXXXXXXXXX XXXX disabled students XX XXXX of this XXXXX. It involves XXXXXXXXXXX XXX XXXXXXX XXXXX XX XXXXXXX students and then XXXXXXXXXXXXX XXXXX needs within XXX same classroom XXXXX (XXXXX &XXX; Provost, 2011). XXXXXXXXXXXXXX XX done so that the XXXXXXXX XXXXXXXXXXX XXX all XXX students XX same. XXXX inclusive model, XXXXX XX a difference from XXXXXXXXXXXXX XXXXX XXXXX XXX prone to separate XXXXXXXX XXXX special needs.However, XXX XXX XXXXXXXXX mode, XXX concern XX on XXX XXXXX of XXX XXXXX XX XXXXXXXXXXX XXXX the XXXXX XXXXXXXX in the same environment.
Foundational XXXXXX
In order XX XXXXXXXXXX inclusion, XXXXX XX XXXX to XXXXXXX XXXXXXXXXXX and accepts XXXXX would help disabled XXXXXXXX in a normal XXXXX. The teaching methods are recommended XX include XXX XXXXX of the disabled XXXXXXXX. According toBoyle &XXX; XXXXXXX (XXXX) techniques such XX behavior management can be included XX an inclusive technique in an inclusive XXXXXXXXX to XXXXXXXXXX the inclusion XX the XXXXXXXX students with XXX normal students. XXXX behavior management, it will XX possible XX teach basic skills XXXX XXXXXXXXXXX, XXXXXXX and reading.
According to XXXXXX (XXXX), XXXXX is need to XXXXXXX practical XXXXXXXX-XXXXX concepts in XXXXXXXXXX inclusive classrooms that XXXXX fit XXX XXXXX XXXXXXXX XXXXXXXXXX of gender, XXXXXXXXXX, XXXXXXXX ability, XXXX, ethnicity, family XXXXXXXXX, XXXXXXXXXXXXX XXXXXX XXX XXXXX XXXXXXX. XX particular the XXXXXXXX XXXXXXXX are XXX XXXXX of XXXX non-XXXXXXXXXXX approaches for inclusive classroom. XXXXXXXXX XXXXXXXXXX such as the XXXXXXXXXX approach and XXXXXX interactions with XXXXXXXXX technology are effective in XXXXXXXX XXXXXXXX with mental XXX physical XXXXXXXXXX. The themes of technology XXX collaboration, reflective practice XXX XXXXXXXXX XXXXXXXX XXXXX help in XXXXXXXX an XXXXXXXXX classroom.
Salend (2015) XXXX recommends for the cooperation XXXXXXX XXXXXXXX XXX XXX Para XXXXXXXXX or XXXXXX in support of XXXXXXXX XXXXXXXX in an XXXXXXXXX XXXXXXXXX. XXXXXXXXXXXXX helpful XXXXXXXXXX XXXXX also XXXXXX that the learning XXXXXXXXXXX of XXX disabled XXXXXXXX in an inclusive XXXXX room is supported. Special accommodations can XX XXXX XX XXXXXXX XXX disabled XXXXXXXX as well. However, inclusive approach XXXXX require all XXXX setups XX apply in a mixed XXXXXXXXXXX XX XXXXXXXX.
XXXXXXXXXXXX &XXX; XXXXXXXXX XXXXXXXXXXX for XXXXXXXXX practices
XXX XXXXXXXX used XX a teacher XX one XX the XXXXXXXXXXXXX aspect for XXXXXXXXX XXXXXXXXX. Pedagogy XXXXXX XX XXX practice and teaching method XXXX a teacher applies (Brown, XXXX). XX encompasses XXXXXXXX XXXXXX, teaching styles and the assessment. XXX the inclusive students with XXXXXXX XXXXX, it is XXXXXXXXX for a XXXXXXX to consider XXX XXXXXXXX XXXXXXXXXX XXXX are used. This XX XXXXXXXXX in XXXXXXXX XXXX both the XXXXXXXX XXXX XXXXXXX needs and other XXXXXXXX XXXX the benefit XXX XXXXXXXXXXX XX the XXXXXXXXXX being delivered by the XXXXXXX.
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XXX it’s XXXXXXXXX XX the XXXXXXX.
Selecting the XXXXX child pedagogy XX XXXXXXXXX is XXXXXXXXX XXX the students because it facilitates XXXX understanding XX XXX concepts being XXXXXX in an inclusive class. Especially, XXXX is a key aspect when considering an inclusive XXXXX which has a XXXXXXX XX ‘normal’ XXXXXXXX and XXXXX XXXX special XXXXX. XXX XXXXXXXX students can XXXX an XXXXXXXXXXX XXXXXXXX used XX the teacher to XX XXXXXXXXX XXXX it XXXXX the XXXXX XX XXX student. XXX instance, for XXXXX XXXXXXXX XXX are visually XXXXXXXX, XXX XXXXXXX XXX include XXXXX and audio XXXXXXXX of a XXXXXX XXXXX XXXX XXX XXXXXXXX done on XXX XXXXXXXXXX or XXXXXXXXX XX screen. For students XXX have difficulties in XXXXXX, a teacher can use XXX and XXXXX as a form of XXXXXXXXXXXXX and a way XX XXXXXXXXXX.
XXXXXXXXX appropriate XXXXXXXX in teaching XX XXXXXXXXX in boosting XXX XXXXX XX belonging XXXXX XXXXXXXX XXXX special XXXXX. XXXX students feel accommodated because their needs XXX met. XXXX XXXX XXXX to be in a XXXXX XXXXXXXXXXX XXXX they XXX interact and engage in XXX XXXXXXXXX activities XXXX like XXX other XXXXXXXX.
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XXX it’s important for the XXXXXXXX XX XXXXXXXX.
XX is important XXX XXX educator to consider pedagogy at inclusive XXXXXXXXXX XXXXXXX not XXX students XXX same. Some have special needs related XX XXXXXXXXX XXX XXXXXX issues, XXX XXXX XXXXX XXXXXXX a XXXXXXX form of XXXXXXXX XXXX XXXXX XXXX XX XXXX. XXX XXXXXXXX XXXXXX also consider XXX pedagogy approach XXXXX used XXXXXXX it XXXX XXXXXXXXXX effective engagement and XXXXXXXX XXX all the students XXXX various special needs.
The pedagogy’s XXXXXXXXXXXXX XX XXX XXXXXXX depends XX XXXXXXXXX XXXXX of the XXXXXXXX, the XXXXXXXXXX in a classroom, XXXXXXXXXXX XXXXXXX XXX XXXXXXX XXXXXX. A XXXXXXX XXXXXX XXXXXXXXX XXXXXXXX XXX use varying pedagogical approaches to XXXX the XXXXXXXX of the students XXXX special needs.
Practical XXXXXXXXXXXX
Coming up with a XXXXXXXXXX that covers all XXXXXXXX, XXXX XXX students XXXX special needs, XX recommended XX XXXXXXX inclusive education. According toXXXXXX (2015), a de-centered XXXXXXXXXX content that serves dialogical XXXXXXXX XX a XXXX practical approach for XXXXXXX XXXXXXXXXXXX XXXXXXXXXX XXX XXX good of all students XXXX XXXXXXXXXXX XXXXXX. This is a way of supporting XXXXXX learning in an XXXXXXXXX XXXXXXXXX. XXXXX, it is XXX XXXX of XXXXXXXXX sectors such XX XXX XXXXXXXXXX XXXXXXXXXX, Assessment and XXXXXXXXX Authority (XXXXX) XX XXXXXX XXXXXXXXXX so that it XXXXX XXXXXXXpedagogy practices XXXXX is common XXXXXXX XXXXXXXXXX XXXXXXXX with special XXXXX. When XXXX XXXXXXXX are XXX, XXXXXXXXXXX justice XXXXX be XXXXXXX especially for XXXXX students with XXXXXXX needs (Price, 2015). The XXXXXXXX XX XXXXXXXXX policy XXXXX in XXXXXXXXX curriculums to XXXXXX a balanced educational XXXXXXXXXXX justice is XXXXXXXXX especially to the disabled XXXXXXXX. It XXXX XXXXXX XXX sense of responsibility and the need XXX the educators to XXXXXXX appropriate XXXXXXXXXXX XXXXXXX XXXXX XXXXXXXX XXX XXXXXXXX in an inclusive class.
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Pedagogical XXXXXXXX in XXXXXX (XXXX) XXXXXXXXX
XXXX XX an evidence-based practical XXXXXXXX XXXX XXXXXXXX XXXXXXXXX learning. XXX XXXXXXXXX XXXXXXX XXXXXXXX’ mechanism of XXXXXXXXXX XXXXXXXXX XX XXXXXXXX with individual XXXXXXXXXXX, XXXXXXXXXX to XXX XXXXXXXX XXXXXXXX, without showing XXX marginalization of XXXXXXX. Educators can XXX XXXX XXXXXXXXX XX support XXX XXXXXXXX’ in examination of their XXXXXXXXX XXXXXXXX (XXXXXXX, 2015).
Conclusion
This XXXXX has XXXXXXXXX in explaining XXX XXXXXXXXX Special Needs Students is important for. XXX XXXXXXXXXXX XX XXXXXXXXXXX child-teacher pedagogy XX XXXXXXXXX for XXXX inclusion. XXXX curriculum XXXXXX XX XXXXXXXXX XX balance XXX XXXXXXXX XXX XXXXXXXXX classrooms XXX XXX XXX XX IPAA XXX teachers are implemented, then XXXXXXXXXXX XXXXXXX XX XXXXXXX XXX students XXXX special XXXXX XXX it XXXXX XXXXXXX their inclusion.
XXXXXXXXXX
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XXXXX, X. (2016). Inclusive Education: Perspectives on XXXXXXXX, policy and XXXXXXXX. XXXXXXXXX.
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XXXXX, D. (XXXX). Pedagogies for XXXXXXXXX XX XXXXXXXX XXXX XXXXXXXXXXXX in a XXXXXXXX curriculum: a XXXXXXX XXXXX XXXXXXXXXXXX approach. The XXXXXXX XX XXXXXXXXXXX XXXXXXX, 14(X).
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