Inclusive Classroom Practices | Report

Running head: INCLUSIVE CLASSROOM PRACTICES
INCLUSIVE CLASSROOM PRACTICES
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1INCLUSIVE CLASSROOM PRACTICES
Contents
Introduction................................................................................................................................2
Discussion..................................................................................................................................2
Need for mainstream inclusion in Australia...........................................................................2
Case study analysis.................................................................................................................3
Conclusion..................................................................................................................................6
References:.................................................................................................................................7

2INCLUSIVE CLASSROOM PRACTICES
Introduction
Teaching is considered to be a noble profession all over the world. Mainstream
classroom can also be called a general educational classroom. In pedagogical terms,
mainstreaming means putting a child with special educational needs to the general
educational classroom for most of the day, so that he/ she may acquire the coping capabilities
that all the ordinary or mainstream students possess (Mulholland & O'Connor, 2016). In a
mainstream classroom, the child might receive some differentiated instructions to be followed
while learning. To be very precise, the purpose of sending children with special education
requirement to the mainstream classes is to help children with disabilities adjust with the non
disabled peers in order to help them adapt to the demand for a regular education class
(Lindsay et al., 2014). The respective paper is a report on pedagogy that involves how
teachers and mentors can involve children with special educational needs to the mainstream
educational classes with the purpose of helping children with disabilities adjust with the non
disabled peers in order to help them adapt to the demand for a regular education class. The
report has teaching interventions and strategies in the form of templates that are presented
thereafter.
Discussion
Need for mainstream inclusion in Australia
According to Australia’s disability discrimination act (1992) and Standards for Education
(2005) statutes presented by the Australian society, the australian schools have taken major
interest in focusing on the rights of students with disability to access education “on the same
basis” as students without disability and with “reasonable accomodation and adjustments”
(Cumming & Dickson, 2013). Australian educationists and policy makers are making it a
point that all the differently able children get the environment that every “normal” child