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Inclusive Classrooms are becoming quite important with the growth of cultural diversity, and awareness amongst people. But with the rise of inclusive classrooms, there comes a rise in the need for a solution on accommodating different types of students in the easiest and the most efficient possible ways.
What are Inclusive Classrooms?
Inclusive Classrooms are typically defined as those classrooms, which are designed for students with special needs, disabilities, or impairments in an age-appropriate general education environment. The use of inclusive classrooms is quite common, but their uses are evolving at large to ensure their inclusiveness for different reasons and not only special education. For example, inclusive classrooms can involve students with certain needs, but it is also considerate for students with different social and economic backgrounds. As per several researches, it has been found that Inclusive learning processes are also quite beneficial as they are more comfortable with differences that arise. Also, inclusive classroom programs have helped to increase the rate of positive self-esteem by increasing the diverse level of friendships.
Inclusive Classroom Programs have a lot of benefits, which can be gradually understood in the following ways as;
Tailors-Teaching for all learners- Inclusive education allows all students to learn differently according to their individual pace. As in the case of an inclusive classroom environment, all teachers can be able to weave specially designed instructions and support that can help students to make some progress.
Providing support to students- In a traditional education setting, students with special needs of learning are generally pulled out of their access to services like speech therapy for other specialized instruction. In this case, an inclusive classroom setup often brings speech therapists, reading specialists, and other service providers into the classroom. These professionals can provide information, training, and suggestions to help students who are not eligible for special education, but still when they need extra support, which they can get informally.
Creating high learning expectations- In the case of an Individualized Education Program, the individual Goals of students are based upon the academic standards of their state of learning. These standards lay out the expectation of students in studying subjects like Mathematics and Science. In this case, differentiated learning and instructions of co-teaching in a general education classroom can make it easier for students with standard-based Individualized Education Programs to be taught with the same material as that, which is followed by their classmates.
As per a Research Paper released by UNICEF titled, ‘Towards Inclusive Education- The Impact of Disability on School Attendance in Developing Countries,’ has found that in order to reduce the Global Knowledge Gap pertaining to the impact of disability on School Attendance using cross-nationality comparable with nationally representative data from around 18 surveys in 15 countries. The surveys have covered around 5 functional domains of seeing, hearing, mobility, self-care, and remembering with collecting relevant education on educational status.
This paper has also brought out some results which mention that;
The average disability gap in school attendance stands at 30% in primary and secondary schools across 15 countries.
More than 85% of students with disability have not been able to attend school.
The average marginal effect of disability on primary and secondary school attendance is significantly negative.
Countries that have reached close to universal primary education report stand at high ratios of disabled and non-disabled out-of-school children.
Children with disabilities confront the same difficulties in terms of ensuring participation in education, regardless of their individual and socio-economic characteristics.
Inclusive classroom programs have earned a lot of popularity, as it includes a lot of people who can encompass their experiences, cultural knowledge, and personalities to build upon non-formal forms of education.
Sources Referred
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