Inclusive Practice Education Coursework Research Paper

INCLUSIVE PRACTICE
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1.1. Inclusive Practice Concept
1 Inclusion in Educational Institution
Inclusive practice focuses explicitly on inclusion in education and educational institutions. The practice is embedded in the fundamental concerns in education today pertaining to the quest for excellence in teaching and intensive efforts to offer equal opportunities for all learners. In today's classrooms, it an irrefutable reality that the traditional understanding of teaching is increasingly becoming obsolete owing to the growing population of learners from diverse linguistic and cultural backgrounds with unique educational needs and different abilities. Efforts have been channeled towards the commitment to adapt to the schooling demands for the 21st century and beyond, and one of these measures is promoting inclusive practice (Jackson, Ryndak, and Wehmeyer, 2018). As a result, the policy of inclusion in schools is being implemented in countries around the world. The development demands teachers to search for pedagogy that will strengthen their professional practices to address the diversity in their classrooms. In recent decades, the impact of cultural, technical, and social changes have added new challenges to education within the global context. In particular, increased emphasis on inclusive practice in education has raised awareness of the diversity in learner groups and hopes and expectations of communities and families. The major challenge for teachers in modern times is the continuous search for a practical approach to meet the needs of the diverse number of learners in inclusive schools. The primary idea of inclusive practice holds the assumption that every learner has equitable access to education and that schools organized learning spaces that accommodate all the pupils in the spirit of universal paradigm with the prevalence of these challenges, teachers and school systems are obliged to consider how they can respond to the requirements of inclusive practice in education. The teachers are the key to developing inclusive practices and pedagogies in schools because they are the individuals who, based on their distinctive knowledge and beliefs, choose and plan the learning the environments where students learn and work with the school system structures (Duckworth, 2006).
2. Approaches involved in achieving Inclusive Education
2.1. Focus of Inclusive Education
Inclusion is a never-ending quest and an on-going process aiming for increased participation in education for everyone involved. Some scholars define inclusion as representing the education and participation of the disabled students and special needs learners in general or mainstream education (Rogers, 1993; Salend, 2010, Booth, 2010; Slee, 2011). The view focuses on special needs as the prerequisite for inclusion, meaning that it is considered as a component of special needs education. The definition holds the worldview that difficulties learners experience in schools are consequences of their shortages or impairments. Thereby this definition excludes the possibility of learners’ difficulties being attributed to failures in relationships. It dis...