Scenario Analysis- Inclusive, Integrated or Segregated 2022

Running head: SCENARIO ANALYSIS- INCLUSIVE, INTEGRATED OR SEGREGATED
Scenario Analysis- Inclusive, Integrated or Segregated
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SCENARIO ANALYSIS- INCLUSIVE, INTEGRATED OR SEGREGATED1
Table of Contents
Difference between Inclusive, Integrated and Segregated:........................................................2
Responsible for FASD program implementation in Schools:....................................................2
Toys and Inclusive Strategy Scenario:.......................................................................................2
Inclusive Solution for the Scenario:...........................................................................................3
FASD junior high student Anxiety Scenario:............................................................................3
An Inclusive Solution for the Scenario:.....................................................................................4
FASD Class Assignment Scenario:............................................................................................4
An Inclusive Suggestion for the Scenario:.................................................................................4
Rules of Thumb in inclusiveness:..............................................................................................5
Teaching and Learning Strategies:.............................................................................................5
Case Study 1:..........................................................................................................................5
Case Study 2:..........................................................................................................................6
References:.................................................................................................................................7

SCENARIO ANALYSIS- INCLUSIVE, INTEGRATED OR SEGREGATED2
Difference between Inclusive, Integrated and Segregated:
The provision of meaningful and learning opportunities in a regular school system for
all students, without the discrimination on the basis of physical and mental abilities is known
as inclusive education. Integration is the system of education that involves pacing of students
who are disabled, in a regular class which falls under the existing mainstream education;
however, these disabled students are placed in such a class that does not provide any type of
individualised support via a teacher (Koren et al., 2014). Many a times, this type of education
is mistakenly taken as a type of inclusive education. Finally, Segregated education is the most
discriminating form of education where the disabled students are blatantly forced to attain
schools for special children and are felt excluded.
Responsible for FASD program implementation in Schools:
It was in Canada that the first classroom favourable for the FASD students was
established. This classroom was polished with policies, school collaborations and special
programmes in order to make the FASD children inclusive. As the FASD curriculum became
more prominent and necessary across the world, a committee known as the FASD Advisory
Committee was formed (Millar et al., 2017). This committee also is responsible to identify
issues in the classes of FASD and bring together similar schools to invoke a sense of
inclusion within the affected students. The principal of a school is also held responsible for
the decision-making task of implementing such and such policies to an individual who has
FASD.
Toys and Inclusive Strategy Scenario:
Each child with FASD should be treated as an individual and not as a homogenous
group of students, otherwise the teacher would not be able to understand the way each of the