Inclusive Education

Kathy Cologon in the states that inclusive education means the full inclusion of all children where no child is segregated. This means there are no separate areas or differences in curricula for children with disabilities. Rather, course work is adapted to the child with modifications learned in the same classroom. A classroom education assistant is assigned to the classroom, not an individual student.

Cologon describes the example she encountered while researching the article. A student who has Downs Syndrome was learning Australian sign language (Auslan) to supplement his communication skills. After his teachers completed a one-day workshop on Auslan, they introduced the subject to the whole class. The result was the experience taught everyone in the class a new skill, as well as, it created an opportunity for the student with the disability to share his own knowledge with his peers.

Cologon reminds her readers that there is no evidence that special schools have any benefits over mainstream schools and inclusive education has proved to have equal or better outcomes not only for children who have a disability, but for all children. Inclusive education engages teachers with all children at a higher cognitive level, and the students benefit from social and communication development, as well as learning how to interact with people with differing abilities. Children also benefit from a sense of belonging and being recognized and valued for their contribution.

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