Keys to Successful Inclusive Education

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Recommended: Inclusion of special needs students

The institution had to accommodate him as one of us. The institution believes that education is for all, no matter the race, sexuality, disability or gender. John having the special education need had to be included in the education system of the school. It is important for the pupils with special needs in education to be included in the current mainstream education system, he/she has the equal opportunity like the rest of the pupils who share the same class and are not in anyway, rather than him/her going through the integrated system, where they stay and learn with other fellow students who have disabilities like them.
John was able to join our learning institutions and commenced classes. The school had supportive measures that made the inclusion of John successful. First, they carefully evaluate every student and see the available support available to help them. After the school was offered with John educational plan, they cooperated by the offer of modified assignments, homework and the addition of time in the exams period (Foreman, 2011).
The school had one trained special education teacher whose purpose was giving John individual instructions. She spent a great deal of time teaching him new things learning on his own pace. The institution offered the support of specialized educators keeping in mind the success of all students (Foreman, 2011).
The institution itself sees the need to develop more inclusive practices although they are being undermined by the agendas that the government has imposed. There is the belief that it is the duty of every teacher and the school as a whole to work actively towards the removal of the potential barriers existing. Therefore, there will be no barrier to the participation, achievement and the engagement of every pupil in the school (Foreman, 2011).
The school understood that it was unlawful for any of the institutions offering learning to discriminate those individuals needing special education. When John’s parents brought him to learn in our institution, we could not deny him the chance of learning with the other pupils. The institution could not risk getting into a lawsuit about the discrimination of John by refusing (Bunch, 2005).
After some time in the school, some of the teachers started complaining about the performance of John, saying he was performing very poorly and felt that he was not supposed to be there. They did not have an option for the parents of John; they couldn’t give an answer where children like John could be taken.

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