Principles of inclusions
What is inclusion?
For me inclusion means education without boundaries for all. Inclusion means that all students are provided with the means and opportunities to learn, regardless of exceptionalities. For mean inclusion means learning in a diverse community and embracing each individuals’ differences in a positive way. I really like the architecture designing analogy sited in “Inclusion of Exceptional Learners in Canadian Schools,” by Nancy L. Hutchinson. I firmly agree that what is good for one is good for all. And further, I believe all members of a society benefit from the policy of inclusion. Indeed, within the classroom setting, all students have something unique and special to contribute.
The barriers facing inclusion in the classroom circle around a fundamental requirement: resources. The necessary resources for effective inclusion are financial resources, educational resources (teacher training,) expertise and support resources and material resources. In regards to financial resources, the bottom line is most in-class teachers need more help within the classroom. In my past experiences, I have witnessed a number of teachers who have had more than one exceptional students within a class of up to 30 students. In most cases, the teachers sincerely believed in the concept of inclusion but needed more help (teacher assistants, more special education facilitators) to make this a reality. The truth is, inclusion requires extensive man-power and money! The next major component to inclusive schools is training. Again in my own teacher training and from my experiences, inclusion was this elusive word which was projected everywhere but if you asked the average teacher how to practice it, they would stumble with practical implementation strategies. Quite simply inclusive teaching requires extensive teacher training. This is both the responsibility of the teacher and the administration! Along this same line, schools and school boards, in my opinion, don’t have sufficient experts in this area. In the school I was working at, the special education teacher worked at three different schools. Despite her hard-work, dedication and determination, she was inundated and unable to meet the needs of individual students and provide adequate in-school resources to help teachers. Finally, inclusion requires a great deal of resources, such as special books/texts, audio/visual material and theory/lesson plan adaptions ideas. In this area, I see the most progress. During this module, I went onto the web and searched “inclusive education resources.” I discovered that the Canadian provinces and American states have produced thousands of great resources to help in-class teachers. However, more in school resources are still required to facilitate inclusive learning.
So what are some of the solutions to the issues above listed? Quite simply, more money needs to put into the program. This money could be divided into the areas already discussed. Further, teachers need to see themselves as more accountable for their education and pursue education in order to meet the needs of inclusion.
In sum, I believe in inclusion and I believe that as educators we must make our schools a place where everyone belongs. I believe that as humans we have a responsibility to each other and that each person plays an important role in this world. Nevertheless, I think that inclusion in Ontario schools is a work in progress.
For me inclusion means education without boundaries for all. Inclusion means that all students are provided with the means and opportunities to learn, regardless of exceptionalities. For mean inclusion means learning in a diverse community and embracing each individuals’ differences in a positive way. I really like the architecture designing analogy sited in “Inclusion of Exceptional Learners in Canadian Schools,” by Nancy L. Hutchinson. I firmly agree that what is good for one is good for all. And further, I believe all members of a society benefit from the policy of inclusion. Indeed, within the classroom setting, all students have something unique and special to contribute.
The barriers facing inclusion in the classroom circle around a fundamental requirement: resources. The necessary resources for effective inclusion are financial resources, educational resources (teacher training,) expertise and support resources and material resources. In regards to financial resources, the bottom line is most in-class teachers need more help within the classroom. In my past experiences, I have witnessed a number of teachers who have had more than one exceptional students within a class of up to 30 students. In most cases, the teachers sincerely believed in the concept of inclusion but needed more help (teacher assistants, more special education facilitators) to make this a reality. The truth is, inclusion requires extensive man-power and money! The next major component to inclusive schools is training. Again in my own teacher training and from my experiences, inclusion was this elusive word which was projected everywhere but if you asked the average teacher how to practice it, they would stumble with practical implementation strategies. Quite simply inclusive teaching requires extensive teacher training. This is both the responsibility of the teacher and the administration! Along this same line, schools and school boards, in my opinion, don’t have sufficient experts in this area. In the school I was working at, the special education teacher worked at three different schools. Despite her hard-work, dedication and determination, she was inundated and unable to meet the needs of individual students and provide adequate in-school resources to help teachers. Finally, inclusion requires a great deal of resources, such as special books/texts, audio/visual material and theory/lesson plan adaptions ideas. In this area, I see the most progress. During this module, I went onto the web and searched “inclusive education resources.” I discovered that the Canadian provinces and American states have produced thousands of great resources to help in-class teachers. However, more in school resources are still required to facilitate inclusive learning.
So what are some of the solutions to the issues above listed? Quite simply, more money needs to put into the program. This money could be divided into the areas already discussed. Further, teachers need to see themselves as more accountable for their education and pursue education in order to meet the needs of inclusion.
In sum, I believe in inclusion and I believe that as educators we must make our schools a place where everyone belongs. I believe that as humans we have a responsibility to each other and that each person plays an important role in this world. Nevertheless, I think that inclusion in Ontario schools is a work in progress.
Inclusion Reflection
For me inclusion means education without boundaries for all. Inclusion means that all students are provided with the means and opportunities to learn regardless of exceptionalities. For mean inclusion means learning in a diverse community and embracing each individuals’ differences in a positive way. I really like the architecture designing analogy sited in “Inclusion of Exceptional Learners in Canadian Schools,” by Nancy L. Hutchinson. I firmly agree that what is good for one is good for all. And further, I believe all members of a society benefit from the policy of inclusion. Indeed, within the classroom setting, all students have something unique and special to contribute.
The barriers facing inclusion in the classroom circle around a fundamental requirement: resources. The necessary resources for affective inclusion are financial resources, educational resources (teacher training,) expertise and support resources and material resources. In regards to financial resources, the bottom line is most in-class teachers need more help within the classroom. In my past experiences, I have witnessed a number of teachers who have had more than one exceptional students within a class of up to 30 students. In most cases, the teachers sincerely believed in the concept of inclusion but needed more help (teacher assistants, more special education facilitators) to make this a reality. The truth is, inclusion requires extensive man-power and money! The next major component to inclusive schools is training. Again in my own teacher training and from my experiences, inclusion was this elusive word which was projected everywhere but if you asked the average teacher how to practice it, they would stumble with practical implementation strategies. Quite simply inclusive teaching requires extensive teacher training. This is both the responsibility of the teacher and the administration! Along this same line, schools and school boards, in my opinion, don’t have sufficient experts in this area. In the school I was working at, the special education teacher worked at three different schools. Despite her hard-work, dedication and determination, she was inundated and unable to meet the needs of individual students and provide adequate in-school resources to help teachers. Finally, inclusion requires a great deal of resources, such as special books/texts, audio/visual material and theory/lesson plan adaptions ideas. In this area, I see the most progress. During this module, I went onto the web and searched “inclusive education resources.” I discovered that the Canadian provinces and American states have produced thousands of great resources to help in-class teachers. However, more in school resources are still required to facilitate inclusive learning.
So what are some of the solutions to the issues above listed? Quite simply, more money needs to put into the program. This money could be divided into the areas already discussed. Further, teachers need to see themselves as more accountable for their education and pursue education in order to meet the needs of inclusion.
In sum, I believe in inclusion and I believe that as educators we must make our schools a place where everyone belongs. I believe that as humans we have a responsibility to each other and that each person plays an important role in this world. Nevertheless, I think that inclusion in Ontario schools is a work in progress.
For me inclusion means education without boundaries for all. Inclusion means that all students are provided with the means and opportunities to learn regardless of exceptionalities. For mean inclusion means learning in a diverse community and embracing each individuals’ differences in a positive way. I really like the architecture designing analogy sited in “Inclusion of Exceptional Learners in Canadian Schools,” by Nancy L. Hutchinson. I firmly agree that what is good for one is good for all. And further, I believe all members of a society benefit from the policy of inclusion. Indeed, within the classroom setting, all students have something unique and special to contribute.
The barriers facing inclusion in the classroom circle around a fundamental requirement: resources. The necessary resources for affective inclusion are financial resources, educational resources (teacher training,) expertise and support resources and material resources. In regards to financial resources, the bottom line is most in-class teachers need more help within the classroom. In my past experiences, I have witnessed a number of teachers who have had more than one exceptional students within a class of up to 30 students. In most cases, the teachers sincerely believed in the concept of inclusion but needed more help (teacher assistants, more special education facilitators) to make this a reality. The truth is, inclusion requires extensive man-power and money! The next major component to inclusive schools is training. Again in my own teacher training and from my experiences, inclusion was this elusive word which was projected everywhere but if you asked the average teacher how to practice it, they would stumble with practical implementation strategies. Quite simply inclusive teaching requires extensive teacher training. This is both the responsibility of the teacher and the administration! Along this same line, schools and school boards, in my opinion, don’t have sufficient experts in this area. In the school I was working at, the special education teacher worked at three different schools. Despite her hard-work, dedication and determination, she was inundated and unable to meet the needs of individual students and provide adequate in-school resources to help teachers. Finally, inclusion requires a great deal of resources, such as special books/texts, audio/visual material and theory/lesson plan adaptions ideas. In this area, I see the most progress. During this module, I went onto the web and searched “inclusive education resources.” I discovered that the Canadian provinces and American states have produced thousands of great resources to help in-class teachers. However, more in school resources are still required to facilitate inclusive learning.
So what are some of the solutions to the issues above listed? Quite simply, more money needs to put into the program. This money could be divided into the areas already discussed. Further, teachers need to see themselves as more accountable for their education and pursue education in order to meet the needs of inclusion.
In sum, I believe in inclusion and I believe that as educators we must make our schools a place where everyone belongs. I believe that as humans we have a responsibility to each other and that each person plays an important role in this world. Nevertheless, I think that inclusion in Ontario schools is a work in progress.
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