Inclusive Environment Essay

On the other hand, Watson and Bond (2007) found that teachers’ attitude towards

inclusion did not improve as a result of increasing their knowledge or training, however, they still

have the sense of frustration, and being overburdened to cope with different abilities in the

same classroom. Westwood and Graham (2003) clarify the issue by discussing that lack of time,

interruptions and disruptions, management of students’ behaviours, and additional required

preparation are some of the key challenges. In addition, teachers are under stress from two

major contradictory pushes from the education system which are the equity versus the

excellence. Pearce and Frolin (2005) explain that excellence needs greater coverage of the

Some parents are concerned that technology may draw their child’s

attention, while others do not want technology to be used at home or in public places. This will

take us to another important practice that encourages a positive inclusive environment which is

teachers/parents co-operation.

Inclusive classroom is a balance between the demands of students’, parents’

needs and teachers’ qualities. Parents’ involvement assists the development of their child’s

attitude to learning. It also promotes an understanding between home and school that enhances

and maintains a positive social interaction (Foreman, 2014). This could be achieved by special

practices like parent-teacher meetings, encouraging parents to visit the class, and brief phone

calls to parents to report good news is also a positive approach. Belcher (1995) added a specific

technique that also helps as a two-way interaction which is the communication book. The key

advantage of this book that it provides the opportunity to express in writing views and ideas that

cannot always be expressed face- to- face. In addition, there is a chance for teachers to

incorporate parents’ information in programming and to review comments and

Social inclusion is concerned with the interactions of

teachers and students within the classroom (Conway, 2002). It includes factors like peer

acceptance and participation in group activities as well as teacher’s interactions with all the

students in his or her class. The first factor is an affective component where it focuses on the

way peers and teachers feel about mainstreamed students. It is also a cognitive one which is

concerned with understanding the individual differences and disabilities. The second

factor is behavioural and covers the verbal and non-verbal actions of the students towards their

peers while interacting in group activities. In the last factor, the teachers play an important