Inclusive Education Research Paper

1216 Words 5 Pages
Research Question: How can I re-examine my understandings about inclusive definition and

practices in order to re-think of ways and factors that can support all students with various

abilities to participate fully in an inclusive environment?

Inclusive education has become the main focus of the controversial discussions about the

development of a successful educational practice around the world (Farrell and Ainscow, 2002).

Many authors have been trying to define the word “inclusive” in various ways. Zionts (1997)

states that inclusion is the philosophy that brings families, students and different community

members together to build their social institutions based on their sense of acceptance and

belonging. He
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Despite the advantages of the inclusive model, Forlin (1997, p. 166) argues that “a

commitment to inclusive education…is very difficult.” Preparing professional teachers to deal

with the students’ various abilities has been challenging (Sharma, Forlin, Loreman, & Earle,

2006; Van Laarhoven, Munk, Lynch, Bosma, & Rouse, 2007). Moreover, Nes (2000) argues that

the pre-service teachers’ initial course is playing a critical role in their way of teaching and

employing inclusive teaching strategies. Similarly, Haugh (2003) comments that if pre-service

teachers develop inclusive practices at university, then these practices will be maintained

throughout their teaching careers. Friend and Bursuck (1999) agrees to what Haugh (2003)

says, but highlight the right of children with special needs to have an individualized education

which is limited in the general education. Milton (2000) also mentions another issue where an

inclusive classroom is typically more active than a non-inclusive one which is seen to be

disruptive to the regular education students’ own
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Foreman (2014) mentions that any classroom is an ecosystem where there are some key

factors that influence the understanding of the classroom as a teaching and inclusive learning

environment. The first factor is the teacher’s attitudes, knowledge and beliefs. From the above

controversial discussions, it is clear that the teachers’ attitudes and beliefs toward the inclusive

education can support and fulfill the children’s various needs to participate fully in an inclusive

classroom environment. LeRoy and Simpson (1996) recognise that trained teachers are more

confident and with a positive attitude than others who did not have training. This finding was

also supported by the research of Beh-Pajooh (1992) and Shimman (1990). They found that

teachers’ practices and attitudes affect the acceptance of students with disabilities by their

peers (Pavri, 2000), therefore their role in inclusion has been seen as one of the most critical

factors in the success or failure of inclusive programs. Moreover, Jordan, Glenn & McGhie-

Richmond (2010) agree to Sharma (2012) when they discuss that teachers have to believe

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