An inclusive education system

Each learner’s unique needs are addressed and met by an inclusive education system that lessens exclusion both within and outside of the classroom and increases each learner’s participation in learning, cultures, and communities (Forlin, 2012). It implies a shared idea that all kids should receive an education from teachers in traditional learning methods. As a result, I do concur with Lindsay that it’s critical for educators to understand that they are in charge of educating every student. According to Forlin (2012), the main focus of inclusion is to provide equitable learning opportunities for students with additional needs whenever possible, into general learning, at the same time, leaving room for individual choice and options for special assistance and facilities for any student who requires it.

It is important to prepare and plan for instruction in an inclusive instruction. However, I feel that the post does not extensively address the ways in which instructors can prepare for instruction. One way of planning for instruction is by creating checklists (Forlin, 2012). Checklists on routine classroom activities will enable teachers in diverse classrooms to stay organized, consistent, and effectively manage the allocated time, thereby addressing the educational needs of the students. Furthermore, the teachers should adhere to the individualized education plans of each student carefully (Forlin, 2012). In this manner, the teachers will meet the educational goals and objectives of the students with special needs. It is also important that the instructors establish different means of representation. For instance, teachers could use videos, pictures, and other graphics to aid their teaching. They could also seek the support of other instructors in inclusive classrooms, just as Lindsay suggests. By communicating with other teachers, they can learn from each other’s experiences, improving their instructional techniques to better meet the diverse needs of the learners (Forlin, 2012).

Reference

Forlin, C. (2012). Future directions for inclusive teacher education: An international perspective. New York, NY: Routledge.