Inclusive Education | Assessment1

Running head: Inclusive Education
Inclusive Education
Name of the student
Name of the university
Author’s name

Inclusive Education
1
Interview with the class practitioner about Inclusive classroom (Transcript)
Myself: How are you doing Mr Matthews? We have had a word before, about this interview on
call. Would you mind if I take some of your valuable time?
Practitioner: I would definitely try my best to help you out. Please proceed.
Myself: How many students are there in your classroom? Do they come from the same
community?
Practitioner: We have about 38 children in our classroom. They belong to different religion and
community. They even speak different languages and practice distinct cultures.
Myself: Does this multilingual character of your classroom acts as a barrier to you, when you are
rushing to complete the syllabus.
Practitioner: I would not entirely deny the fact, that in spite of using English as the common
medium of instruction, we often have to explain more than once to make them understand or we
use very simple English, so that they can understand?
Myself: You must have heard about inclusive classrooms. How do you think they might help
your students to get best learning experience?
Practitioner: I strongly admit, that inclusive classroom is a necessity for our diversified
classroom, where you both have slow as well as gifted learners.
Myself: In your work as an educator in an inclusive classroom, what are the conditions or the
disabilities do your children possess?

Inclusive Education
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Practitioner: I have experience in teaching children with various disabilities including cognitive
diseases like bipolar disorder, musculoskeletal diseases, other cognitive impairment, visual
impairment, auditory impairment. I have also worked closely with the school counselors and
have helped them to create better lesson plans.
Myself: Do you find it as a challenging task for managing both types of kids present in the
classroom? Or you think children with mild to moderate disabilities should be kept separately?
Practitioner: Our school had been trying to integrate inclusive education since the beginning. We
often get complaints from the parents of children without disabilities as they feel that their
children’s learning would be hampered. We also cannot deny this fact that the gifted learners
seek for special attention so that they can excel as per their age, but we cannot afford to give so
much of our time for supporting both the types of students.
Myself: So, what do you recommend for that? How would you manage it?
Practitioners: Probably we would need more educators, with training even in special education.
In order to bring them to the mainstream studies you need to use special instructional designs.
Myself: Are deliberate attempts made to ensure that students from diverse backgrounds are
actively engaged in learning?
Practitioners: We truly try our best. But most of the times, the educators are not competent
enough to manage students with special needs all at the same time. In most of the cases, the
classrooms do not have sufficient infrastructures to support inclusive education.
Myself: Can you please elaborate on this?