Inclusive Education: Professional Perspectives on Social Change

This essay discusses inclusive education, emphasizing the right to education for all learners regardless of social, intellectual, or physical challenges. It addresses the social goals teachers need to acquire for effective inclusive education, focusing on promoting positive social change related to healthy development and learning. The essay identifies existing attitudes, physical barriers, curriculum limitations, instructor training, and resource availability as areas needing social change. It highlights the quality characteristics, mindsets, and skills of professional practitioners, emphasizing commitment, active participation, and democratic classroom processes. Furthermore, it explores professional perspectives, including the evolution of professional goals, a philosophy of development and learning, and targeted areas of growth, stressing the importance of continuous improvement, collaboration, and ethical practices. The essay concludes by advocating for a supportive and discrimination-free environment to foster the social development of all students.

Running head: INCLUSIVE EDUCATION
Inclusive Education
Name of the Student
Name of the University
Author Note

INCLUSIVE EDUCATION
Executive Summary
The right to education is the basic right of all the learners. Inclusive education is the platform
of study which allows learners to acquire knowledge, skills, and education from teachers and
institutions without any hurdles. Often learners experience discrimination due to their
disability, racial or caste issues in getting education. They are being marginalized on the basis
of the social grounds which affects their learning paths and they lag behind the others of the
same age. This assessment discusses the various social goals the teachers need to acquire for
the development of the learning procedure for the inclusive education process.

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Table of Contents
Table of Contents...........................................................................................................2
Introduction....................................................................................................................4
Discussion......................................................................................................................4
Part I: Professional Self-Assessments............................................................................4
A: Ability to promote positive social change related to healthy development and
learning.......................................................................................................................4
B: Quality characteristics, mindsets, skills and contributions of professional
practitioners................................................................................................................6
Part II: Professional Perspectives...................................................................................7
A: Professional Goals.................................................................................................7
B. Philosophy of Development and Learning............................................................9
C: Targeted areas of growth.....................................................................................12
Conclusion....................................................................................................................13
References....................................................................................................................14

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Introduction
Inclusive education is dependable on the rights of all students for a quality education
regardless of their social, intellectual or physical issues The concept of Inclusive education
focuses on ensuring the fact that institutions can meet all the needs of the students. Disabled
and marginalized students need support and help to become capable citizens (Marimuthu and
Cheong 2015). The negative and sympathetic attitudes of the society towards the disabled
learners need to be changed. This assignment focuses on the challenges faced by a
professional practitioner in the field of education and the possible ways to develop and enact
positive social changes in the field of teaching and inclusive education.
Discussion
Part I: Professional Self-Assessments
A: Ability to promote positive social change related to healthy development and
learning
Major changes in the education system are required to incorporate inclusive
education. The changing procedure is faced with frequent challenges. The areas where social
change is needed are:
 Existing Attitudes- Attitudes towards the disabled candidates have not yet changed in
the society. Many institutions tend to avoid the accommodation for the disabled
students due to their learning issues. Besides, many institutions also have some old
attitudes which prohibit students from minority to the institution. These types of
discrimination still prevail in our society. Not only the disabled learners but
youngsters are also marginalized in the context of racial, social and cultural

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background. This practice should be abolished and all students should receive equal
learning.
 Physical Barriers- Many institutions does not have the required and essential facilities
for a proper accommodation of students with extra needs (Kolb 2014). Local
government should be approached and new schools for the special children should be
made since these learners should also be a part of the society and cope up with the
other students of their group.
 Curriculum- A barrier for the inclusive education is the lack of a good and proper
curriculum (Dessel 2010). Institutions with curriculum these days does not provide
any different and innovative methods of teaching which can be beneficial for the
disabled students. It gets tough for the special learners to follow the rigid curriculum
that all others follow and results in the special learner to lag behind others.
 Instructors- Another of the most important barrier of inclusive education is the lack of
properly trained, willing and enthusiastic teachers (Billingsley 2004). Disabled
students are very much sensitive in nature.It is the duty of the teacher to make them
comfortable in the classroom among all other students. Teachers who work with the
special children should be more caring and patient.
 Lack of resources and Funding- For an effective inclusive education, adequate
funding is necessary. Many institutions often lack proper facilities and amenities for
the disabled candidates, trained staff members, educational materials for students with
vision impairment.
 Inappropriate organization- In these days, a positive change in the inclusive education
method requires much focus on the quality of learning. The institutional authorities
are always concerned with the employee compliance. The organization has very little
idea about the process of the inclusive education.

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The very initial step for improving the education system is to recognize that the issues
faced by the learners of the schools are mostly rooted in the way the society is organized.
Various inclusive education delivery models have been conducted in different schools
(Thomas and Sarnecka 2015). Webber explained five models utilized by schools while
providing inclusive education. Disabled Students can sit at the classrooms with (i) support (ii)
teacher’s assistance (iii) itinerant specialist assistance (iii) assistance in a resource room; and
(iv) special education classrooms placement facilities (Billingsley 2004).
B: Quality characteristics, mindsets, skills and contributions of professional
practitioners
Professional practitioners these days needs to focus on providing a high level of
commitments at classroom level on one to one basis for providing effective teaching.
Some of the basic quality and skills required by the professional practitioner are:
 Encourage active participation and experimentation with ideas among students
 Teach students how to think instead of teaching them what to think.
 Prepare students to expect the need for change and to believe in their own ability to
take positive steps for the benefit of society (Why Teachers Must Become Change
Agents 2018).
 Make classroom processes democratic to establish the idea that if we actively
participate in our communities, we can help make decisions about how they function
 Facilitate discussions among teachers as a group – starting with student teachers –
about the decisions they can make to drive social change.
In the field of teaching, it is very important to helps to rectify each other’s fault in the
method of teaching. The teachers of one institution help each other in determining and

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planning new ideas to promote effective education to all the students and to the students who
need special attention (Fischer 2009). This will result in the teachers of the institutions to give
quality training and education to all without hampering anyone in their pathway to success.
Part II: Professional Perspectives
A: Professional Goals
Setting goals is not a rigid process, but more of a fluid progression, as the more
knowledge you gain, the more your goals change. Goals changes according to the time and
preferences. It also changes according to the requirements. Previously teachers did not
require any special pieces of trainings for conducting an effective teaching schedule. These
days instructors require and are suggested to thoroughly follow training modules before
teaching (Körkkö, Kyrö-Ämmälä and Turunen 2016). Well behaved and knowledgeable
teachers are required for inclusive education since some students are introvert, sensitive
(Why Teachers Must Become Change Agents 2018). Teachers should also be aware of any
classroom issues faced by any disabled students like any difficulties in their learning, tease
and bully of any classmate, issues with any vision or hearing disabilities. Special care should
be given to students with locomotor disabilities.
To become a successful change agent in the field of teaching and a catalyst for
change, certain components needed to be recognized. Some of the methods of how a goal can
be structured as:
 The commitment of producing teachers who are the pillars of improvement in
educational and social issues.
 Rigorous training of the teachers before their appointment

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 Commitment to a rigorous and continuous improvement by innovative evaluation
procedures.
 Exemplary teaching process.
 Frequent inquiries should be made.
 Issues relating to teacher-student miscommunication should be resolved in urgent
basis.
 Providing quality learning among students for their development (Thomas and
Sarnecka 2015).
 Arrange for group work or collaboration among students in the class.
 Encouraging the students with disabilities to show their talents and skills and boosting
up their self-confidence.
 Being engaged in the educational process and help out the fellow workers.
 Maintaining partnerships with schools and other agencies.
 Being active in arranging certain training programs in a way that contributes to the
social development.
 Working in a collaborative manner to build an environment free from any kinds of
discrimination (Why Teachers Must Become Change Agents 2018).
 Organize small group discussions and encourage each and every student to discuss
their areas of difficulties without hesitation and listening to their issues without
getting irritated.
It is the duty of each and every teacher to take some initiatives from themselves. Every
teacher should be knowledgeable and skilled in working with all types of learners or students
in an effective and caring manner (Thomas and Sarnecka 2015). They should respect their
diversity in the context of race, special requirements, and any social barriers. They should
also encourage and support learners who seek help and communicate nicely. Role of a

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successful practitioner includes expantion and application of knowledge regarding
curriculum, learning principles, and evaluation (Sellars 2012). These are required for
implementing and monitoring effective schedules for all students. Besides, structuring a goal
for an effective teaching strategy includes encouragement in taking initiative, and involving
in encouraging collaboration with the learners and fellow colleagues. The professional duty
and responsibilities of a teacher also include practicing the principles and following the ethics
and the legal responsibilities (Why Teachers Must Become Change Agents 2018).
B. Philosophy of Development and Learning
Like any other population, the teaching profession is comprised of individuals. Each
has their own set of experiences that evolve and develop as time goes (Kolb 2014). Each has
their own understanding of the knowledge related to the profession of the teacher and what it
is to be professional and reflective. In a philosophical debate, objectives of an individual’s
capacity are a hotly contended topic, though assumed to be almost impossible (Dessel 2010).
The suggestions for reflection on proficient practice are self-evident: people depict and
design a method to develop in their own specific manner. (Moran and Gardner 2007)
identifies a strong structure for an authentic reflection of the teacher. He further noted that
valid responses, facilities for planning are required for the changes in the improvement of
professional practices. This approach encourages progressing, certified improvement of
individual practice regardless of the level of starting engagement (Kolb 2014). Teachers are
permitted to begin from their own individual experiences and perspectives which they can
apply in their professional fields and analyze their level of knowledge and plan out their
future moves (Körkkö, Kyrö-Ämmälä and Turunen 2016). Philosophy of development is all
about planning of effective actions for improvement in the quality of teaching methods,
knowledge of the contents, preference of the learners and group and a comprehension of self

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and the personal potential that needs to be improved in the professional practice as a teacher
for initiating an effective change (Dessel 2010).
The best method of evaluating the level of knowledge gained by the learner is by
Assessment Method. Assessment methods are the systems, methods, apparatuses and
instruments for gathering data to decide the degree to which learners demonstrate results of
learning set. Hence, several methods are used to assess student learning outcomes. The
purpose of the assessment is to make sure that students engage in the study programme which
is appropriate for them and plan their individual achievement, targets and spot their gaps in
learning with the help of the instructors (Kolb 2014). Besides, assessment is designed to
develop skills and competencies of the students. Assessments provide methods of testing a
learner’s capacity for understanding and gain in knowledge and their application and provide
effective feedbacks that affect the teachers and student’s next move in the learning process.
Development in children usually includes physical, mental, social, and emotional
development (Why Teachers Must Become Change Agents 2018). For encouraging social
development in schools some of the noted features to be remembered are:
 Setting up classrooms to encourage children to collaborative work.
 Setting up special chairs for children with locomotive disabilities.
 Setting up separate toilets for special children.
 Recruiting trained general staffs for helping out the students.
 Accepting and respecting the efforts of the learners in the classroom and help them
develop their self-esteem.
 Recognizing the special talents of any students and reward him to boost up his self-
confidence.
 Assigning the learners with certain responsibilities in the classroom.

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 Teach children to clean up and straighten up at the end of their work time.
 Help them learn to respect others through conversations.
 Encourage learners to help others in the classroom.
 Provide them with love, care and encouragement.
 Conducting special learning and doubt clearing sessions for learners having
difficulties in understanding and have patience while listening to them.
 Invite them to impart their way of life to others and acquaint them with offspring of
different societies and diverse capacities (Sellars 2012).
 Help kids build up a positive mentality by being dependable models.
 Understanding and developing the pre-acquired skills of any learner or rather help in
sharpening up his skills.
 Talk about professions and employment and why guardians need to work or go to
class.
 Have an organized day with the goal that kids will feel secure.
 Let children choose projects to work on.
 Through illustration and opportunity enable them to figure out how to function and
play agreeably with others.
 Give them the words to use to take care of their issues with other kids (Why Teachers
Must Become Change Agents 2018).
A teacher’s style of teaching is related directly to their theory of knowledge and learning.
The basis for settling on specific choices of teaching becomes more important when new
teachers express their thoughts on learning and teaching (Dessel 2010). It is believed that
most of the faculty teachers hold the perception of a teacher from their experience as a
student that enables them to effectively understand the needs of the students.

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Many philosophers have studied the meanings of teaching and learning and in their
works, they have explained the various procedures of getting educated. Some of the notable
philosophers who exemplified the concepts of learning are Karl Marx for his critical theory,
John Dewey for his works related to cognitivism and social constructivism theory
(Marimuthu and Cheong 2015). The philosophy of learning and development includes the
key concept that Education must have a positive influence on society and cultural issues.
Education improves the lives of the learners by providing the right guidance for critical
thinking and help them to achieve their targets and goals. Education helps the marginalized
group of students to enlighten their career paths and break the social barriers.
C: Targeted areas of growth
The areas of challenges identified in the last week of study:
Time Management: One of the major areas of challenge in the learning and development of
inclusive education is the time allocation. Many learners face issues and reported about the
low progress in the classroom teaching due to the lack of time. Students with disabilities tend
to take a little more time to understand and the shortage of time results in them to be in ample
doubts on various subjects. Teachers should programme and allocate time according to the
need of the students (Macdonald, Mace and Rushton 1998). Hence the development of the
syllabus should be made in a way that learning difficulties can be understood and meeting
individual learner requirements.
ICT competences: The ICT competency norms for instructors have been outlined by
UNESCO. It helps the developers of the curriculum to distinguish the abilities, a teacher
requires to tackle innovation in the administration of training (Watkins 2014). The guidelines
comprise of three sections:
 a strategy system clarifying the basis, structure and approach of the task.

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 a standard structure of the module that crosses the components of educational reforms
with the approaches of various policies for generating a matrix of skill sets for the
teachers.
 Rules giving a definite syllabus of the particular abilities to be procured by teachers
inside every range of abilities or module
Academic Writing: Academic writing includes an important and complex skill, namely
Synthesising. This includes summing up information and ideas from different sources to the
group and produce common ideas or arguments. Synthesising is a necessary skill that is used
in essays, literature reviews and all other forms of academic writing
(SynthesisingLearningLab 2018). It allows to sum up ideas from various sources for
developing and strengthening arguments. It allows demonstrating that much research has
been done on the topic and various sources have been cited (SynthesisingLearningLab 2018).
Some of the methods to overcome the challenges faced in the academic writing are: Study of
relevant material and making short notes with keywords making it easier to compare and
contrast relevant ideas. Besides, noting basic ideas and citing all the sources are some of the
methods to avoid issues in academic writing.
Conclusion
Inclusive education nowadays has been a topic of controversy and discussion. Various
theories relating to the human behavior and the effective teaching strategies have discussed
the methods of the abolition of the mental barriers of the teachers of the institutions for giving
equal quality care and knowledge to students regardless of their race, disabilities and any
other social stigmas. The above paper highlighted the authors view on the concept of
inclusive education, the possible changes required for the development of the teaching

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process, the goals to be framed and the challenges faced in the path of development and
learning.

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References
Billingsley, B.S., 2004. Special education teacher retention and attrition: A critical analysis of
the research literature. The Journal of Special Education, 38(1), pp.39-55.
Dessel, A., 2010. Prejudice in schools: Promotion of an inclusive culture and
climate. Education and Urban Society, 42(4), pp.407-429.
Fischer, K.W., 2009. Mind, brain, and education: building a scientific groundwork for
learning and teaching1. Mind, Brain, and Education, 3(1), pp.3-16.
Kolb, D.A., 2014. Experiential learning: Experience as the source of learning and
development. FT press.
Körkkö, M., Kyrö-Ämmälä, O. and Turunen, T., 2016. Professional development through
reflection in teacher education. Teaching and Teacher Education, 55, pp.198-206.
Macdonald, D.W., Mace, G.M. and Rushton, S., 1998. Proposals for future monitoring of
British mammals. Dept. of the Environment, Transport and the Regions.
Marimuthu, S. and Cheong, L.S., 2015. Inclusive education for social
transformation. Procedia-Social and Behavioral Sciences, 172, pp.317-322.
Sellars, M., 2012. Teachers and change: The role of reflective practice. Procedia-Social and
Behavioral Sciences, 55, pp.461-469.
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http://1998092_604323179_SynthesisingLearningLab.pdf [Accessed 12 Feb. 2018].
Thomas, A.J. and Sarnecka, B.W., 2015. Exploring the relation between people’s theories of
intelligence and beliefs about brain development. Frontiers in psychology, 6, p.921.

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Watkins, R., 2014. Building skills for e-learning success. Distance Learning, 11(4), p.65.
Why Teachers Must Become Change Agents. 2018. [ebook] pp.1-12. Available at:
http://1998089_1610240020_EducationalLeadershipTheProfes.pdf [Accessed 12 Feb. 2018].