SOCIOLOGY

Inclusive Learning

Inclusive Learning

Introduction

In inclusive settings, there are no eligibility criteria. The general education teacher has primary responsibility for the students with disabilities in his or her classroom. Students with disabilities are members of the general education classroom in the same way as are students without disabilities. Students with disabilities would not be removed from the general education classroom for failure to make progress. Instead, additional supports or instructional methods would be applied to accommodate the student's needs within that setting. If changes in behavior occur, students would not be removed unless they posed a threat to themselves or to other students or in the event that the behavior caused consistent disruption to the academic progress of others. Instead of removal, assessments, such as a functional behavior assessment, would be performed to determine additional supports necessary to continue a student's participation in the general education classroom. Mainstreaming is primarily centered on altering the student to fit the environment. Inclusive practices are centered on altering the environment to fit the student's needs (Poulson & Wallace, 2004, pp. 135).

In addition to a student's supports and services being delivered in the general education environment, inclusive settings include an expectation of student participation and progress. In each general education setting, specific learning outcomes for student achievement are identified. The student's inclusion in a general education setting is for meaningful activities that promote academic and social growth. There is an expectation of reciprocity: The student gains something from the general education setting and also contributes something to the general education setting. This expectation of reciprocal engagement is another defining difference between inclusion and mainstreaming (Pickles, 2004, pp. 212).

Discussion

Inclusive Education

Inclusive education is a process of general education, which includes access to education for all, in terms of adaptation to the various needs of all children, ensuring access to education for children with special needs.

Aims of Inclusive Learning

The aim of inclusive education is to overcome the social, physiological and psychological barriers in the way of familiarizing the child with the HIA to general education, in the introduction to his culture, introduction to life in society. Inclusive education is intended to solve the following problems:

Creation of an adaptive learning environment that address both general and special educational needs of children with HIA;

Provision of individual pedagogical approach to the child with the HIA-specific expression and developmental disorders, social experience, individual and family resources;

Construction of learning in a special way - with allocation of specific tasks, sections, learning content, as well as the methods, techniques and means to achieve those educational goals, which in normal conditions are achieved by conventional methods;

Integration process of learning and teaching skills and the development process of social experience, life skills;

Provision of psycho-pedagogical support of the integration of children with HIA in educational and social environment, the promotion of the child and his family assistance to teachers;

Development of specialized software and teaching facilities for the education of children with HIA;

Coordination and cooperation of specialists in different fields, and parents involved in education;

Enhance the professional competence of ...