Inclusive Education in 21st Century
What is Inclusive Education?
The term "inclusive education" or "inclusion in education" refers to a wide range of educational practices. It mostly means that every student (irrespective of his or her caste, color, creed, religion, culture, health, and riches) should have the same and equal access to opportunities for education and learning. It originated in the context of an individualized education program or plan for special education.
It is based on the idea that students with special needs benefit more from the aforementioned mixed experience, which helps them succeed in social interactions and life. The inclusion model's implementation philosophy does not place a priority on special education, but it still allows for the use of special classrooms and schools for students with disabilities.
Educational experts and researchers introduce inclusive education models with the intention of moving away from seclusion models of special education to the greatest extent possible. The idea is that this is to the social benefit of both general education students and students in special education, with the more able students serving as peer models and the less able students motivating general education students to learn empathy.
The "integration" or "mainstreaming" model of education, which tends to be a concern, is distinct from inclusive education. Respect for students with disabilities' social, civil, and educational rights and full participation are prioritized in inclusive education. similarly, the full range of human diversity in terms of ability, language, culture, gender, age, and other forms of human difference is included in the feeling of inclusion.
Additionally, Richard Wilkinson and Kate Pickett state, "Student performance and behavior in educational tasks can be profoundly affected by the way we feel, are seen, and judged by others." On the other hand, our abilities appear to be diminished when we anticipate being viewed as inferior."
For this reason, the United Nations Sustainable Development Goal 4 SDG-4 perceives the requirement for sufficient actual foundations and the requirement for protected, comprehensive learning conditions. Inclusive education is the talk of the town at the moment. Researchers are trying to cope with this burning issue by finding some highly effective models.
Which Common Practices are Effective in Inclusive Education?
Some of the common practices that may help teachers and are effective in inclusive education include peer grouping of special children with normal children. Regardless of whether they are performing above or below the typical academic level for their age, students in an inclusive classroom are typically placed with peers of the same chronological age.
In addition, the importance of friendships is emphasized in order to foster a sense of community. Students of a similar age who do not have special educational needs often form relationships with their teachers. The assignment of a buddy to always be with a student with special needs is another common practice.
This is done to show students that a community is made up of many different people, that no one kind of student is better than another, and to eliminate any barriers to friendship that might come up if a student is seen as helpless. These practices encourage group cooperation and reduce the likelihood of elitism among students in later grades.
What Techniques Teachers Should Use to Promote Inclusive Education?
Teachers may use a number of techniques to promote inclusive education. These techniques include;
- Assigning classroom activities that build community
- Teaching students to look for ways to help each other
- Using physical therapy equipment like standing frames, so students who typically use wheelchairs can stand when the other students are standing and more actively participate in activities
- Encouraging students to take the role of teacher and deliver instruction
- Focusing on a student with special needs
- Create classroom checklists
- Take breaks when necessary
- Create an area for children to calm down
- Organize student desk
What Pedagogical Framework Teachers Should Adapt to Promote Inclusive Education?
The Universal Design for Learning (UDL) pedagogical framework, which guides the creation of adaptable learning environments and learning spaces that can accommodate individual learning differences and is based on research in the learning sciences, including cognitive neuroscience, should be adopted by educators.
The Universal Design for Learning (UDL) is a set of guiding principles that give educators a framework for creating instructions that cater to the various requirements of every student. Actually, Universal Design for Learning (UDL) is a pedagogical practice related to progressivism and inclusive education.
Similarly, because this is the primary reason why students with different physical, cognitive, psychomotor, and affective inabilities are unable to engage with the material presented in class, this method of teaching advocates for the removal of barriers in the physical, psychological, and social environments that students of different disabilities face.
How to Implement Universal Design for Learning (UDL) Model to Promote Inclusive Education?
In order to implement the Universal Design for Learning (UDL) model, teachers must have a thorough understanding of their student's abilities, interests, backgrounds, identities, prior knowledge, and goals in order to successfully implement Universal Design for Learning (UDL) in the classroom.
Similarly, educators can then use differentiated instruction to help students learn in a way that meets their needs once they understand their students; Following that, programming was adjusted to accommodate and make it possible for everyone to have equal access to the curriculum. It is essential to keep in mind what it means to be inclusive when putting Universal Design for Learning (UDL) into practice through the lens of accessibility for people with disabilities.
Some schools, colleges, and universities believe that being inclusive means including students with special needs in the classroom without considering their need for extra help or modified curriculum expectations. Instead, teaching every student and making learning and teaching equitable rather than equal should be the focus of inclusive education.
Therefore, educators must consider inclusivity in relation to their students and their diverse identities in order to implement Universal Design for Learning (UDL) to the benefit of all students in the classroom. Examples of this include including materials written by authors of a particular race who happen to be prominent in their class or creating more open spaces for a student in a wheelchair. All students stand to gain in some way from these adjustments, regardless of how they are implemented.
Written by Raja Bahar Khan Soomro
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