Fostering Inclusion In Education: Effective Strategies For Modern Schools
Arlene S. De Guzman
Teacher III
Rizal National High School
Today's educational philosophy dictates that every student has a right to learn in
school and participate. This is more than mainstreaming students with disabilities into general
education classrooms, it is rethinking the classroom itself as a heterogenous learning
environment. Through an investigation of what are the guiding characteristics, benefits and
drawbacks have been made with respect to inclusive education a realization that it is indeed
increasing students' academic attainment but has also improved wider educational provision
Adams (2020).
Inclusive education is based on the philosophy that every child, able or disabled should
be enrolled in a suitable school and classrooms together with other gifted children regardless
of their physical impairment. The idea of providing every child with an equal opportunity to
succeed in school is the basis for numerous educational frameworks and policies. For
example, the United States Individuals with Disabilities Education Act (IDEA) states that all
children must have access to a free appropriate public education in their least restrictive
environment. This will be established universally due to a widespread acceptance of this claim
and is thus, the legal right that exists for structuring educational settings for all students
(Carter, 2019).
It is more than merely putting a child in classroom and surrounded by their typical
peers, inclusive education. Such student capabilities demand curricula, teaching and
classroom designs to be systematically designed for versatility of learning styles across a
spectrum of levels ranging from novice to expert. Differentiated instruction is an example: this
pedagogical approach wherein teachers are obliged to differentiate their instruction and
products in pursuit of a curriculum accessible for students at varying learning preferences and
capacities. Through a blend of teaching methods and technologies customized to the
strengths students bring with them as well as areas for growth, educators can offer all learners
pathways toward achievable success.
An inclusive education can offer a richer diversity of learning experience to the other
students, showing that those who are different in some way from each-other learn not just
coexist but also mutually benefit. It can show you that the world in which we live is a diverse
and inclusive place, one where having can equip us with more holistic visions of problems.
Civic responsibility and empathy are a part of the heritage that is taught to them; children
recognize at early ages others who do not think like they do, but learn live with it. Lastly, we
offer our pupils some more in-group study based chances and this helps all pupil to cut-
through barriers also it develops team spirit and conditioning of rapport for everyone.
Although inclusive education is that which has a lot of advantages but nothing comes
to an easy way. The primary and foremost challenge is the training & development of entire
workforce in their skill. And so, hence there is a always level of support and you know
resources that have to be in place because then it needs some — the teacher would require
information on what they can do or whatever should come base how best way all these things
will work most effectively etc. Additionally, introducing classroom modifications and
accommodations that may even require technology (such as screens or other distracting
devices) could stretch the school system farther. This is because the support structures in
schools, too, can malfunction. Moreover, there should have been multiple supportive services
such as special educators and behavioral therapists to support inclusive teaching. Yet the
necessary resources to support such practices are not widely available, which limits the
changes that inclusion might make in education for all students.
There are a number of methods that can be used to overcome these problems. One
way that is supportive of all students, however, are collaborative teaching teams where
general education teachers and special educators come together. Further, creating strong
family and community bonds can help expand students — as well as instructors— support
systems. Schools, and the students that attend them can win too if schools adopt explicit
inclusion-first policies supported by practices designed to serve all students.
We are not truly dedicated to more complete diversity in our classrooms if do we teach
inclusively. We can only able to if we too, incorporate inclusive practices into our pedagogy:
by providing environments that support each and every child for success regardless of ability
or background. A litany of what lies in store for disabled children segregated or placed into
special schools as well as ones that are fully included within mainstream educational
classrooms has extensively catalogued just how pole-altering this reformist movement the
learning (clearly not merely among people who happen to be autistic) is. It is also evident that
inclusive education faces challenges which necessitate ongoing advocacy and strategic
response. This continued emphasis on integrating educational methodologies is exactly what
propels our mission forward; to create a highly personalized learning regime for every student.
