Inclusive Education.docx

Inclusive education  

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Occurs when children with or without disabilities participate and learn together in mainstream classes. All children, with individualised weaknesses and strengths, with different hopes and expectation, have the right to education. In fact, it is not our education system that has the right to have certain types of children. Thus, inclusive education provides each and every child an opportunity to receive individualised services and approaches to learning. Importance 1. To develop an inclusive society Often, children with disabilities are particularly at risk of being marginalised or discriminated in the society. Inclusive education serves as a crucial step to change the discriminatory attitudes among the society. They are aware that all children, irrespective of their abilities should deserve the same learning experiences and opportunity. Children can develop a cooperative learning community together as they learn to appreciate diversity. Respect and understanding grow as they spend time learning to learn and know each other. 2. To gain a right to quality education Differentiated instructions – active engagement Special needs children are provided with necessary equipment and resources. Teacher takes into account of their different interest, strengths and weakness Adapt the teaching and learning materials to their needs Learning at their own pace 3. To develop friendships Learn necessary social communication skill which benefits them when they enter the society one day Develop relationship with the world outside their safety zones

Child therapy refers to a wide range of techniques and method to help children with emotional and social problems. Guidance and counselling skill refers to a type of talking therapy that allows a person to talk about their problems and feelings in a confidential and dependable environment. Guidance mostly is conducted by an experience adult such as parents and teachers. Counselling is normally conducted by someone who has experience and is professionally qualified. Counselling is not simply giving advice, being judgemental, attempting to sort out problems for their clients or expecting them to behave in which the counsellor may behave. In fact, the purpose of counselling is to facilitate self-knowledge, emotional acceptance and optimal development of personal resources. In short, it helps an individual to know about one self’s problems and feeling that he or she is going through, own strength and weaknesses and help them to make choices that they are responsible for. It is especially useful for individual who have unhealthy mental health conditions such as anxiety, depression and eating disorder. Play therapy is a form of treatment that uses play to help children to express their feeling and emotions, improve communication and develop problem solving skill. “Play is children’s work” / one therapist once said that” a child’s play is his work and the “toys “are his words”.

Art therapy refers to a wide variety of artistic methods to encourage the clients to communicate their issues. It can be in a form of painting, sculpture or a simple drawing. As the saying goes, “a picture is worth a thousand words”. Sometimes a complex feeling or idea can be conveyed with just a simple drawing than a description does. The therapist should have the ability to examine the resulting pieces of art and interpret the meaning behind in order to find out the problems they are facing. For example, a child’s drawing of a family in beautiful colours except the figure of father is left without any colours. Therapist should be able to interpret what the child is trying to communicate through the drawing. Music therapy is a clinical use of music as a therapeutic intervention for person who has special needs. It makes use of a variety of musical experiences such as song writing, singing, playing instruments and music listening. Storytelling therapy is a form of treatment that uses stories and storytelling therapeutically. It involves having the client project him or her into stories or characters that are external to client’s consciousness. In the therapy, the client can tell his or her own stories as a healthy way to express their feeling and emotions. It can also be listening to other’s stories. It help the clients to imagine themselves in the story’s situations and to consider if they might do things similarly or differently from how the characters are doing things. It thus provides opportunities, in their imagination, to experience past events and practice what they might do in future events. Disruptive behaviour is any classroom behaviour that interferes with the educational process and hampers the instructors to teach and the students to learn. Common examples of disruptive behaviour include lateness, non-permitted communication or needless talk, sleeping, disrespecting teacher and inattentiveness. Sleeping is a passive form of disruptive behaviour in the classroom. It sends a message about the quality of the lesson delivery and it is also a disrespectful act to the instructor. Disrespecting teacher is any act that physically, mentally and socially challenges a teacher’s rights and power in the classroom. Example of these disrespect acts are talking out of turn, arguing, talking back to teacher. Inattentiveness is the typical problematic behaviour among the children in the classroom. Often, they can be seen nodding off, sleeping, gazing distractedly at some point other than the front of the room, texting, or working on something for another class. Causes Lack of experience Teaching methodology Poor classroom environment A classroom not designed for optimal learning may contribute to a student who refuses to behave. Poor seating arrangements, extreme temperatures or a high noise level are all distracting elements in a classroom that ultimately hinder the learning experience. The atmosphere in classrooms like these will result in behaviour issues.

Learners (Different family background) Teacher’s role 1. 2. 3. 4. 5.

Develop good relationship Clear classroom rules and routines Conducive learning environment Collaboration with parents Caring

To put in another way, children give hurtful comments to embarrass or humiliate peers in front of the others to gain social acceptance from a desired peer group. Dreikurs recommends a three-step process for teachers in dealing with mistaken goals that is to identify student’s mistaken goal, confront the student in a non-threatening manner and explore with the student his or her motivation. Teacher should approach and help student to understand his or her behaviour as well as the consequences. The student is then given choice to rectify his misbehaviour and not be forced to behave as directed. For example, a child who laughs at people’s name can be required to apologize or he may be isolated from the class. In such way, they learn to be responsible for their own actions.