Inclusion in Schools

Inclusion in Schools

Question 1

The issue of inclusion has resulted to various debates among the stakeholders involved. There are some who are for the idea while some are opposed. Both groups have compelling arguments, something which has resulted to a dilemma in various states.

Successful inclusion can be affected by various factors. Among these factors are the decisions made by teachers. Inclusion usually aims at promoting students’ academic and social skills. This means that the decisions made by teachers at every level will determine whether the process becomes successful or unsuccessful. Any decision made should take into consideration the diversity available in the classroom. Not every strategy developed will affect students with disability in a similar manner. As a result, every decision making should be as a result of substantial assessment of all the students. When effective decisions are made by  teachers, the probability of inclusion being successful increases.

Another factor that would affect the success of inclusion is the beliefs and attitudes of all the stakeholders involved. For the teachers, they ought to have a positive attitude and believe that the inclusion process will work. Other students without disabilities also have to be prepared psychologically to accept students with disability. This will help them to be receptive hence enable to process to flow smoothly. Terpstra & Tamura (2008) assert that other students do not readily accept students with disabilities due to their weak social skills.

School support is also a significant factor for successful inclusion. The principals should have an understanding of the needs of students with disabilities.  They should ensure that adequate personnel and resources have been availed at all times. Ensuring that the staff are adequately developed and instigate an effective monitoring process would also affect inclusion positively.

Question 2

There exist several inclusive strategies that have the ability of promoting participation of students with disability. Among them is the sensitivity training of peers. This involves an aspect of training non-disabled students on how to relate with the disabled students. The aspect would help communication between these two groups. It will be easy for students with disability to learn various academic and social skills from their peers since they can interact and understand each other.

Another strategy that is likely to be successful is the placemat game. It is an interactive game that enables students to improve their verbal social interaction aspects. The games are usually undertaken during periods when students are free. The fun associated in the process helps in creating a positive attitude among all the students. It makes it possible for them to be receptive in various issues taking place.

Peer imitation training can also work as an effective strategy in this scope. Students that do not have disability are trained to be role models in the classroom set-up. Children with disability on the other hand, are trained how to observe their peers and imitate them. The strategy creates a favorable environment for the students with disability to learn through observation. It is easier to learn various relevant skills this way since they can see how they are actually being executed.


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