Teach English in TangwuZhen - Weifang Shi

TEFL Summative task: Topic 9 Classes of Mixed Ability - Inclusive Education by Melissa Magua Introduction In the following essay, I will discuss the philosophy, discourses and underpinning assumptions of Inclusive Education. The essay will begin with an introduction into the definition of inclusive education and what it means to have an inclusive classroom according to Education White Paper 6 (2001:[sp]). The advantages and disadvantages of this philosophical stance to education will be discussed in a constructive way where I will state my own views on inclusive education in order to come to a conclusion on what my views of Inclusive Education are. Defining Inclusive Education Inclusive education is defined as a term where students with disabilities are placed in the same school/classroom as learners without disabilities in order for the "achievement of equality, non-discrimination and the maximum participation of all learners in the education system as a whole (Department of Education: Guidelines for responding to Learner Diversity in the Classroom 2011:7). The word inclusion is also defined as recognizing learners differences and building on the similarities. It forms a direct contrast to the idea of mainstreaming which is "about getting learners to 'fit into' a particular kind of system" (Education White Paper 6 2001:16). The importance of inclusive education comes into play where the system recognizes learners with disabilities or from deprived backgrounds in order to "increase their opportunities to learn through interaction with others and to promote their participation in the life of the community" (McConkey cited in Understanding and Responding to Children's Needs in Inclusive Classrooms 2001:10). McConkey (2001:11) further explains the importance of Inclusive Education by stating that: Children’s learning does not just take place in schools. They learn from their families, through contact with peers and friends, and through participation in all the diverse activities that occur in communities. But attending school helps to promote these other forms of learning as well. Through Education for All, it should be possible to enable all human beings – including the disabled – to develop their full potential, to contribute to society and, above all, to be enriched by their difference and not devalued. Inclusive Education also solemnly relies on the teacher whereby the teacher has a great responsibility to recognise the potential of each learner in the classroom and must contain the knowledge and ability to cater for the needs of different individuals. Advantages of Inclusive Education. The main advantage that inclusive education promotes is learner diversity in the classroom. The term learner diversity refers to the recognition and acknowledgement that each learner in the classroom is a different individual and possesses unique qualities. According to Department of Education: Guidelines for Responding to Learner Diversity in the Classroom (2011:7) "When we look into our classrooms we will observe that there are learners from different socio-economic, language, cultural, religious, ethnic, racial, gender, sexual orientation, ability groups etc. All these learners come to school with different experiences". Therefore through the above statement its evident that South African schools contain a 'rich diversity in the learner population' and that South African schools need to take these qualities into consideration ( Department of Education: Guidelines for responding to Learner Diversity in the Classroom 2011:7). Through having a classroom that is inclusive and recognizes all learners needs, learners will no longer be evaluated on a 'system that rewards only a certain number of abilities. Furthermore, no longer will learners be separated into the category of 'bright' and not intelligent but rather recognized for their strong and weak areas of learning (Department of Education: Guidelines for responding to Learner Diversity in the Classroom 2011:7). Another advantage of inclusive education is that by having a diverse classroom of learners, the teacher can experiment and explore different teaching methods and strategies. The lesson will therefore become exciting, new and refreshing for the learners. This idea is referred to as Differentiating curriculum content. The content in the curriculum can be 'adapted in such a way that it is manageable for a wider range of learners' , however this must not be seen as a "watering down of the curriculum but rather as a graded process where learners are taken by a different route to a similar endpoint"(Guidelines for responding to Learner Diversity in the Classroom 2011:7).Therefore a vital component in differentiating the curriculum is the educators. The educators knowledge on the topic and the ways in which they believe the students will grasp the content being delivered plays an important role in the students' performance and understanding. Disadvantages of Inclusive Education. A disadvantage that arises with regard to having an inclusive classroom is not meeting individuals needs. According to Jessica Cook (2001:[sp]) the individual needs include areas such as "behavioral assistance, physical learning aides or the presence of an adult at all times. It can therefore be difficult for an educator to provide these accommodations to a student with special needs without distracting and interrupting the rest of the students Cook (2001:[sp]). Another disadvantage of inclusive education involves a regular classroom that is "not equipped for handling the diverse needs of students" Cook (2001:[sp]). This therefore places a great amount of pressure on the school to turn a regular classroom into a special needs classroom with the correct equipment and space that is needed. Teachers who are not trained to teach special education can become a problem as they are not equipped with the knowledge and experience to provide the learners with the educational, behavioral and physical needs. However Cook (2001:[sp]) explains that "while some schools may answer this problem by pairing a regular educator with a special educator in an inclusion classroom, this practice is not always an option as it requires the schools to finance the salaries of two teachers for only one class". Conclusion My conclusion to the philosophy of Inclusive Education (classes of mixed ability) is that all learners with disabilities must be allowed into a normal mainstream schooling system, however based on the intensity of their disability, the learner must be observed and monitored to see whether they can cope with the work and curriculum. I also strongly believe that a learner with a mild/mid disability should receive support from the school in terms of extra lesson and guidance. Furthermore, a learner with a need for a high intensive educational support system must be placed into a special school with the fundamental help of expert teachers who have trained extensively in the field of special needs education. Sources Consulted Sharman R, 2015. [O]. Available: http://theconversation.com/can-inclusive-education-do-more-harm-than-good-43183 Accessed 2 May 20179 Cook, J. 2001. [O]. Available: http://classroom.synonym.com/advantages-disadvantages-inclusive-education-8367657.html Accessed 5 May 2019 Department of Education. 2001. Education White Paper 6. Special Needs Education. Building an Inclusive education and training system. ELSEN Directorate United Nations Educational, Scientific and Cultural Organization (UNESCO). 1994. The Salamanca Statement and Framework for Action on Special Needs Education. Salamanca, Spain. McConkey,R. 2001. United Nations Educational, Scientific and Cultural Organization (UNESCO).Understanding and Responding to Children's Needs in Inclusive Classrooms. A Guide for Teachers. Department of Education. 2011. Guidelines for responding to learner diversity in the classroom through curriculum and assessment policy statement.