In an inclusive classroom, general education teachers and special education teachers work together to meet the needs of students. This gives special education students the support they need while they stay in a general education classroom. But most kids who are eligible for special education spend the majority of their time in general education classrooms.
In an inclusive classroom, general education teachers and special education teachers work together to meet the needs of all students. This is key. As Carl A. Many schools have inclusive classrooms. This law says that students who get special education services should learn in the least restrictive environment LRE.
Inclusive classes are set up in a number of ways. Some use a collaborative team teaching or co-teaching model. Other inclusive classes have special education teachers push in at specific times during the day to teach instead of pulling kids out of class to a separate room.
In either case, both teachers are available to help all students. Studies show that inclusion is beneficial for all students — not just for those who get special education services. In fact, research shows that inclusive education has positive short-term and long-term effects for all students. Kids with special education needs who are in inclusive classes are absent less often. They develop stronger skills in reading and math.
The same research shows that their peers benefit, too. They also have increased positive self-esteem and diverse, caring friendships. All students learn differently.
This is a principle of inclusive education. In an inclusive classroom, teachers weave in specially designed instruction and support that can help students make progress. Neighbourhood schools are the heart of our communities, and Inclusion BC believes they are essential for a quality inclusive education system. Therefore we believe it is important to support a public education system in B. It is important because as Canadians, we value our diverse communities. These communities start at school, where all students learn to live alongside peers.
They learn together; they play together; they grow and are nurtured together. Ask your school principal what is being done to support teachers to include students with diverse needs in the classroom. You can expect the school to provide a plan to support teachers and students through good inclusive practices —like collaboration, team work, innovative instructional practices, peer-strategies, and more. The fundamental right of children with developmental disabilities to receive an education was the first issue to mobilize the community living movement in the s.
At the time, it was widely believed that children with developmnetal disabilities could not learn. The government, therefore, accepted no responsibility for their education. Parents of children with developmental disabiliteis, understanding the potential of their sons and daughters to learn and grow, responded by creating their own schools in places like church basements and private homes.
In , parents created a provincial organization, which eventuall grew into Inclusion BC. Inclusion is also about finding different ways of teaching so that classrooms actively involve all children. It also means finding ways to develop friendships, relationships and mutual respect between all children, and between children and teachers in the school.
Inclusive education is not just for some children. Being included is not something that a child must be ready for. All children are at all times ready to attend regular schools and classrooms. Their participation is not something that must be earned. Inclusive education is a way of thinking about how to be creative to make our schools a place where all children can participate. Creativity may mean teachers learning to teach in different ways or designing their lessons so that all children can be involved.
As a value, inclusive education reflects the expectation that we want all of our children to be appreciated and accepted throughout life. Inclusive education means that all children are educated in regular classrooms. It does not, however, mean that individual children cannot leave the classroom for specific reasons.
For example, a child may require one-on-one assistance in a particular subject. This may or may not be happening during regular class time.
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