Rational And Goals Of Inclusive Education

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Rational and Goals
Within the same classroom, there are a vast range of diversity in student abilities and needs (CAST, 2011; Rose & Meyer, 2002). It is unfair to simply categorize students into two groups, Regular and Special. Instead, recognizing the fact that each student is a unique individual (Ministerial Council for Education, Early Childhood Development and Youth Affairs, 2008) is significantly critical. The Australian government has been committed to deliver education that is programmed based on high-quality learning curriculums, which promote equity in sharing educational resources as well as acknowledge the learning needs and talents of all learners regardless of their background (ACARA, 2012). All young Australians should be provided
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Anderson, Boyle, and Deppeler (2014) described inclusion in education as all students are valued, encouraged to participate and succeed within mainstream classroom settings, despite of their backgrounds and circumstances. Merely being physically present in a “regular” classroom is just a starting point (Rietveld, 2010), but without active participation in shared learning, it is definitely not equivalent to inclusive learning (Curcic, 2009). Miller (2009) stated inclusion is an ongoing process of increasing involvement in all areas of developments and an attempt to eliminate difference. In relation to students with additional needs, inclusion should be education delivered without discrimination, but with fair opportunity (UNESCO, 2009). Inclusive education is not about students with additional learning needs try to assimilate into the mainstream settings (Rietveld, 2010), but rather school sectors, curriculum designs, educational policies should be modified and adapt to the diversity of all learners. Subsequently, students and educators would all be benefit (Loreman, Deppeler, & Harvey, …show more content…
In response to the positives for students with additional needs, inclusion highlights their social skills, leads to better academic development (Cologon, 2013) and provides more opportunities to interact with peers (Fryxell & Kennedy 1995). Some argues that inclusive education not only benefits students, including those with disability, but also educators, as their teaching will not be segregated and limited only in special needs educational settings. Vreeburg Izzo, Murray and Novak (2008) challenged the concept and claimed that mainstreaming students with disabilities into general settings actually disadvantages them from meeting their learning needs. Often, it is the case that the disabled students are the minorities within the general education classroom, therefore it might prevent them from receiving individualized attention and teaching (Macmillan, Gresham, & Forness, 1996), as there is inadequate modifications to learning materials, mainstream education curriculum and instructions in general school

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