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4Proper attitudes, accommodations and adaptations necessary for successful inclusion

Proper attitudes, accommodations and adaptations necessary for successful inclusion

18th March 2011

With inclusion being the movement that seeks to create schools that meets the needs of all the students, it does this by establishing students learning communities for those with and without disabilities. They are educated together in age appropriate and the general classrooms of education in the neighborhood (Ferguson, 1996). This brought about passionate discussion about the whole topic of inclusion mostly because of its philosophy for the inclusion of students with disabilities. The philosophy not only focuses on the students with disabilities but also on seeks to alter education for all students and that’s the reason why the focus is on general education.

Attitudes that eschew empirical evidence in the favor of ideology of the production of change are necessary for successful inclusion. In the emphasis of the students in special education gaining access to general education, the attitude is manifested. The practices that are used to teach students with disabilities are an area targeted for change. It is also important to accommodate education design that meets the needs of the students in a least restrictive environment. This will mean that the students with disabilities gain the same level of knowledge like their peers without disabilities (Holtzman, Messick, 1982).

It is important to prepare the teachers from general education setting to be able to serve the students with special needs as well as disabilities. Programs that make these teachers have the available time to collaborate should be put in place. All this is for the accommodations for the special needs students (Baker & Zigmond, 1995). Moreover, there is great need to identify successful inclusive service practices and delivery arrangements which by all means promotes inclusion instead of appearing to indiscriminate the implementation of full inclusion (Kavale & Forness, 2000).

building a commitment for change, preparing personnel for change, planning for change, and providing supports that maintain and promote change. These are some of things that are involved in the setting up of the stage to restructure schools towards the inclusive practices (Mamlin, 1999; Schumm & Vaughn, 1995).On the other hand, successful inclusive schools should foster unified educational system where the special and general educators work together to provide comprehensive integration services for all the students to allow inclusion. There is need for fundamental change in the schools organizational structures as well as in the responsibilities and the role of teachers for successful inclusion of students with disabilities (Lashley, & Beatty, 2001). The school structures should be able to promote traditional practices as well as providing some support for innovation. Some of the strategies that promote reforms include,

A whole school approach is an important approach as compared to the special education approach. Research shows that some facilitators of special education lack wisdom land virtue. Looking at it in the anointed believe, the special education seems to be primarily a social construction and not being a reflection of an underlying reality.

is a valid statement but again very controversial considering the sensitivity that comes from teaching students with special needs as well as those with special. From that point of view, there being laid structures, appropriation of funds and proper guidelines the adjustments are relatively easy.“developing curriculum adjustments for students with a disability is “relatively easy”The point made by Stainback, Stainback & Stefanich, 1996 that


by Nancy Burstein, S. S. (2004). Moving towards Inclusive Practices. Remedial and Special Education
, 25.