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 …show more content…
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 …show more content…
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
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 …show more content…
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 …show more content…
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