Explain How To Create A Sense Of Inclusion

1.1. Inclusive learning is about recognising that all your students have the right to be treated equally and fairly, have the same access to all products, services and have the opportunity to be involved and included. As a teacher you need to be aware that all students are not the same as they all do not learn in the same way, the ways in which a teacher can overcome this is using the Teaching and Learning Cycle, using visual, auditory and kinaesthetic materials (VAK) and agreeing on individual learning plans (ILPs). Other features could include self reflective exercises, quizzes and providing opportunities for students to reflect on their own

As a teacher when delivering any lessons planned we have to make sure that each students individual needs are met, so they will feel included in the lesson. “Inclusion is about creating interesting, varied and inspiring learning opportunities for all learners, ensuring all learners contribute and are never disadvantaged by methods, language or resources” Wilson (2008).

In a contemporary Australian school setting, inclusion is the ongoing collaboration of all members of the school community to effectively meet the diverse needs of all students, including those with additional needs (Blackmore, 2009; Lyons, 2014). All students regardless of their cultural background or ability level should experience an enriching education where they feel included and supported. Creating inclusive cultures, producing inclusive policies and evolving inclusive practices are the best ways to promote learning and participation in schools for all students (Centre for Studies on Inclusive Education, 2012; Dempsey, 2014).

I also believe that a key element of inclusion is maintaining a close relationship between me and the special education teachers and paraprofessionals that I will be working with. If it is at all possible to work together in one classroom, I believe that this will benefit all my students.

As a teacher I will have many students in my classroom, and my students will not all have the same function. My students will have gifts that differ according to what was given to them. It will be my job as an educator to embrace these gifts and to make sure my students belong. Before this class my knowledge on inclusion was very slim, but after completing the assignments for this class, I am for inclusion if it is right for the child and if it meets the needs of the child. I believe educators should support inclusion because of its ability to increase a child’s richness of ideas, creative power, problem-solving ability, and respect for others.

3. Students must have a willingness to learn and not be closed off to new information. Like the old Turkish passage goes… “You can lead a horse to water, but you can’t make it drink”. You can try and help someone by providing information, education and support, but if that person is not willing to incorporate those things into their life they will have a very difficult time learning.

Inclusion refers to the feeling of belonging. Teacher, families, and the community should include all children with disabilities so they feel welcome in our society. The key of using inclusion is to build a relationship between the program, and the child, and the family so children start learning how to integrate into the society. (Allen, 2015)

Thus, the real focus should be on what students can achieve with the help of the teacher or peers during the class activities because what is achieved with the help of others shows the potential progress for achievement without any help (Yildirim, 2008).

Students are, first and foremost, people; young people at that. And while their academic success and growth is at the forefront of education’s focus, their possession of appropriate tools to relate to or

Students are, first and foremost, people; young people at that. And while their academic success and growth is at the forefront of education’s focus, their possession of

“What do we want inclusion to do? And, how will we know if we have succeeded at it?”

As an educator, I firmly believe that all students deserve the right to learn to their highest potential. Students come to us from a wide range of ethnic, socioeconomic, and cultural backgrounds which creates a very diverse classroom full of students. Therefore, every student is unique in his or her own respective way. Working with and learning about each student’s life is not only enjoyable, but also helps me become the best teacher I possibly can be for every student. I feel that each student’s individual learning needs should be addressed. Meeting each students needs is imperative to ensure they desire the ability to carry knowledge with them and build upon it for the rest of their lives.

fact that they can be very meaningful in guiding the students to plan the amount and type of education they aspire and in helping schools to place people in the most fitting coursework levels considering their aptitude.

Inclusive education is viewed as being a strategy for achieving 'Education for All ' (EFA), where every child is entitled to a high quality education, regardless of 'perceived difference, disability or social, emotional, cultural or linguistic difference ' (Forlin, 2010, pp. xxii). This is usually achieved through provisions being implemented by both the school and individual class teachers for different learners. It is based on the idea that some children may need provisions which are different from, or additional to, that provided for children of a similar age, (Forlin, 2010). Effective inclusion requires a greater responsiveness to individual children 's needs rather than relying on specialist skills and resources, (MacConville et al, 2007). Within the classroom environment, inclusion is the result of the children being appropriately supported to learn and contribute so that they are able to participate together with their peers, (Inclusion BC, 2015). Inclusion occurs when a school is able to restructure its approaches to learning in order to respond to the needs of every child in the class, (Frederickson and Cline, 2011). Inclusion is not about only adapting one part of the school setting to include isolated individuals, but rather about finding a way to challenge and include every child regardless of their individual needs, disabilities or capabilities, (Howes et al, 2009). This concept of viewing every child as unique is central to fully inclusive approaches in

The ability to explores the role that student can play to develop learning and prepare young people to meet the accepted in the 21st century. Whether, it’s a special need student with families with low income, students from a different race and ethnic backgrounds as well lesbian, Gay Bisexual, Transsexual and Questing (LGBTQ). Students should be able to approaches learning regardless of who they are. The importance of each student in gaining the skills, knowledge needed for successful in school. The needs of individual student approaches to learning, while recognizing that learning is a social activity, helps development of a child is based on family morals as child grows they receive what’s round them. Understand student feelings and background may be helpful for when they are having difficulty to find their opinion in their school based on the struggles in school.