Inclussive Teaching

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Recommended: Philosophy of teaching students with special needs

Introduction

Problem background

Many children face big challenges because of the inclusive education, with a greater number from poorer countries failing to attend schools while the others from rich countries attending classes but ends up leaving unworthy qualifications (Ainscow, 2). Disabled students have the right to good education and feel free to interact with others in classrooms which help them to get rid of loneliness and therefore reducing the stresses.

Research question

From the research question, the argument is about the children with special needs having different teaching strategies from those of other students. Strategies on how to assess children with special needs should be different from that used on other students because different needy students have varying disabilities which calls for special attention. Assessing the children based on selection and ranking closes out the needy students because they cannot compete with the able students and as such they end up in stigmatization. The special children therefore require different teaching methods which depend on the type of disability. Individual Education Plans (IEPs) help in identifying the student’s needs through the collaboration of the needy student, teachers, parent and specialists (Mitchell, 31).

Necessity of inclusive education

The inclusion of students with disabilities into normal classes leads to greater success. However, arguments are that teachers tend to spend more time with the special students hoping that the able children will work on their own. The introduction of inclusive education makes the disabled students see themselves as equal with the others in class because they compete together and share classes.

Objectives of the study

The...

... middle of paper ...

...eveloped on how to teach these students effectively.

Work cited

Ainscow, Mel. Developing inclusive education systems: what are the levels for change?

University of Manchester. October, 2004. p 2

Mitchell, D. What really works in specials and inclusive education: Using evidence-based. New

York: Routledge. 2008. p 31

Ratcliff, D, Methods of Data Analysis in Qualitative Research. Retrieved from:

http://docs.google.com/viewer?a=v&q=cache:jQaDaDV0iZUJ:qualitativeresearch.ratcliffs.net/15methods.pdf+DATA+ANALYSIS+TECHNIQUES&hl=en&gl=ke&pid=bl&srcid=ADGEEShetpYkjeTu27CRLcz_SOJiaAqAtsgj3TSay3EZFQvGvM2TpsVdtu5yv_6Ecao0y7psIoKu13JOK2HSGzTuq3O-yxy0kjlCU5ivDhsoMNZb3qCCKsqSaY_X99epkWcBKEELhIkf&sig=AHIEtbRzCf-qd9jCIv0gkOXOCVgESO3HWA

Suzanne, E. Inclusive education: A casebook and readings for prospective and practicing

teachers. L. Erlbaum Associates. 2000.

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