Reflective Essay: Understanding Inclusion in Learning Communities

This reflective essay examines the concept of inclusion in learning communities, contrasting inclusive and special education models. It explores the Salamanca statement, Dakar framework, and UN Declaration of Human Rights as key policies. The essay further delves into inclusive practices within schools, analyzing the roles of school personnel and staff. It also addresses the challenges teachers face when adopting inclusive education practices, including diverse learning needs, inadequate training, and the need for ongoing support. The essay highlights the importance of teacher preparedness, effective communication, and collaborative planning to create supportive and equitable learning environments for all students, including those with special needs. It emphasizes the necessity of adapting teaching strategies, providing appropriate resources, and fostering a culture of understanding and acceptance within schools.

RUNNING HEAD: UNDERSTANDING INCLUSION IN LEARNING COMMUNITIES 0
UNDERSTANDING INCLUSION IN LEARNING COMMUNITIES

UNDERSTANDING INCLUSION IN LEARNING COMMUNITIES 1
Task- 1
Week-1
Comparison between inclusive and special education
According to me, the idea of inclusive education is different from special education
because special education refers to the system, which supports the children suffering from
disabilities and it helps in providing education to them. This facility is available to them outside
the mainstream location where the schools are located. The following concept is only oriented to
charity rather it also provides few opportunities for children who are participating. It is especially
built for those children who are visually impaired (Sternlicht, 2018). Under this concept,
effectiveness of teachers is restricted to the class. In this system of education, teachings are
given in separate surroundings therefore children are supposed to live away from their family
members. In this case, they find it hard to adjust without family, peer, community because these
schools of training education are not situated in the nearest surroundings . (Reynolds, Vannest,
& Janzen, 2018). On the other hand, I analyzed that in inclusive education, everyone who are in
need of special education are educated and trained in schools with their peers and group of
nondisabled individuals. Inclusive education commits to remove various obstacles by ensuring
full participation of all individuals. The cost of this inclusive education is less than special
education because normal atmosphere is given to every children and it is a cost effective method.
In my opinion, inclusive education system is also different from special education system
in the area of cost effectiveness because the focus of inclusive education system is an overall
effectiveness of education and it also suggests that effectiveness of the teachers is included in all
procedures of learning (Zanazzi, 2018). In the special system, plans are made according to the
abilities of the students but in inclusive overall official preparations are made. In inclusive
education, all students are welcomed from the neighbourhood school but in special education
only children with special needs are educated and trained. Inclusion education includes
reforming customs, strategies as well as practices in schools, therefore fruitful actions can be
taken regarding the diverse needs of students in their region (Stegemann, 2017). Inclusive
education is someway clinical whereas the special education is based on the laws of inequity and
provides necessary actions, which is to be taken for the severe handicapped children. In my

UNDERSTANDING INCLUSION IN LEARNING COMMUNITIES 2
perspective,inclusive education is the real unification of special education system and normal
system of education because it believes that every child is dissimilar and should be trained in
different manner.
Week-2
In my perspective, due to increasing population and poverty various diseases leads
destabilization in the economy. For this inclusive education in all the country had to be so that it
reduces poverty, which can be reduced by increasing the healthcare services, welfare of society
as well as by protecting budgets. For this reason, inclusive education is broadly seen as the way
to enhance human capital and performance of economic. It increases the abilities of an
individual. The worldwide change in the policies of inclusive education leads to modifications in
practices at school or classrooms. Following are the three policies of inclusive education.
Salamanca statement
Salamanca statement is not simply efficient but also cost effective (Armstrong,
Armstrong, & Barton, 2016). In my opinion, the perspective of the statement is based on rights,
which rely on education. However, focus of this statement is on those children who are special
and needs learner. The statement commits to support the rights of education and renovates
promise, which is made by the community of world in year 1990 during the conference of world
regarding education.
Framework of Dakar policy
The framework of Dakar policy is focused on enhancing all the phases of education,
which will help in accomplishing the measurable results. According to me, this strategy is
constructed to create fairness, security and equitability. The focal point of this framework is not
only in coaching and in education but also in providing security to disabled students. Along with
this it also provides effective learning equipments methods. This framework emboldens to
develop open environment at schools (Forlin, Watkins, & Meijer, 2016).
UN Declaration of human right
The other policy is UN declaration of human right, which declares that right of providing
education to everyone should be free of charge at schools and it is made necessary at the

UNDERSTANDING INCLUSION IN LEARNING COMMUNITIES 3
elementary stage. I believe that, it promotes friendships among all diverse groups and removes
inequity among the children with disabilities. The policy comprises for providing learning,
training, healthcare as well as other services of rehabilitation and opportunities in schools
(Blackman, 2019). It focuses on creating favourable environment by supporting children to
accomplish their social, cognitive, emotional development aspects in the schools (Plows &
Whitburn, 2017). Further, addition of this policy is to remove all inequalities against females;
main purpose of this policy is that the children, women and entire young disabled people should
obtain knowledge and education without biasness.
Week-3
Inclusive education at schools
I will study about the inclusive education in schools; in my perspective, the climate of
inclusive education in schools is related with responsibility and accountability of disability
learners. These responsibilities are allocated among every staff member as well as environment
of the school supports that the instructors should work jointly. All learners with the needs of
special learning may obtain learning in classroom of the general education and contribute in
additional activities through required supports. Every student contributes in assessment of state
and region according to their desire, the information of this contribution is used for making
decision for students. I believe that, all members of staff involves in making and executing plan
for taking the actions (Causton & Bronson, 2015). A group ensures that every learner obtains
suitable help when required, other activities are also done in schools for developing the
employees professionally, which includes increasing capabilities of workers. Thus the theory
encourages the learners.The staffs of the Clinical along with other supporting members of staff
are the fundamental associates of school group (Kaushik, 2019).

UNDERSTANDING INCLUSION IN LEARNING COMMUNITIES 4
Role of personnel at schools
According to me, personnel of the school include parents, individual with disability and
students from diverse background participate in every activities of the school. In the school of
inclusion, distribution of funds is made in all the areas, not just in particular situation or
classrooms. The personnel work jointly and they are considered as an assets for each other, they
measure progress of schools together. The preparation regarding the school planning documents
and procedure is done according to the requirement of all learners in the region (Villa &
Thousand, 2016). The school provides various advantages to disable students by providing
superior communication and social skills as well as increases teamwork and corporation
(Chambers, 2015). I believe that peers of disabled person also show optimistic behaviour when
they are in the school of inclusive and thinks that by helping other people, their own performance
enhances.
Task-2
Challenges faced by teachers while adopting the practices of inclusive
education in schools
In my perspective, the inclusive education is given to every disabled individual as well as
to other learners who all are in the need of special education. These students are skilled and
taught in mainstream of the school with peers and other group of non-disabled person.
According to my reading, there are several issues in adopting inclusive education at schools, but
this essay is focused on the challenges faced by teachers in adopting the practices of inclusive
education. In schools teachers teach those students, who are in need of special education in usual
location; it becomes difficult because present environment as well as focus of future is more on
the culture of inclusive. The practice of inclusive set responsibility on the teacher is to give an
atmosphere of learning to all students, which are having varied abilities. The objective of all
teachers in the school is to build up, improve and also to hold practices of inclusive, which can
deal with the needs of the disabled person. The great amount of participation by teachers helps in
providing the support to learners in class. .The planning is made by all teachers regarding the
school as well as about system to maintain requirements of all students in the region. In this

UNDERSTANDING INCLUSION IN LEARNING COMMUNITIES 5
study, I will discuss about the issue of adopting practices of inclusive education by teachers in
schools. According to my analysis, great development is made regarding the practices of
inclusive education in the short period of time, which shows in raising responsibilities of the
teachers. However, there are various other issues in developing the practices effectively, which
include teaching through other support services as well as maintaining standard in the particular
topic and funding so that effective education is provided to all disabled students in schools
according to their needs and requirements with the peers.
Diverse needs of learning
The development in practices leads in increasing the role of teachers, to adopt practices
and provide effective knowledge to people of special education needs. Various studies conducted
in this field are unexplained According to McCrimmon, inclusive education is broadly adopted
by the educational systems of Canadian (McCrimmon, 2015). The researcher finds that inclusive
education in Canada was executed in an attempt to meet up needs and requirements of many
people. The study shows that teachers in Canada faced various challenges in adopting practices
of inclusive education through increases in size of the classes; diverse learning needs of students,
long hours of working. Many universities in Canada provide training to teachers, by involving
them in various programs; prepare them to understand assignments on the subject of inclusive
education. However, some of the topics do not sufficiently train teachers to adopt practice of
teaching students, which are having dissimilar and incomparable needs of learning. The
researcher provides a single possible suggestion to this issue of inadequate preparation of teacher
that this can be resolved by involving all teachers in the program of specialized postgraduate
certificate.The researchers believes that through offering functional training on the disorders of
individual,teachers can adopt practice in effective manner by applying knowledge in the
classroom and providing them education according to their learning needs. Researcher holds a
believes that these programs provide several opportunities other is the program of BEed, these
programs increase the capabilities and abilities of teacher within school of inclusive education. In
this study, recommendations are made to enhance programs and training for teachers in schools
of Canada (McCrimmon, 2015).
Robinson conducted the study in schools of ordinary, he found various issues faced by
the teachers while adopting practice to teach diversity of people in the schools, to develop

UNDERSTANDING INCLUSION IN LEARNING COMMUNITIES 6
communication and friendly environment among them (Robinson, 2016). The following study is
also conducted to find out approaches for providing effective education to the teacher who will
help in provide special education to the disabled group of people (Robinson, 2016). Smith, Ell,
Grudnof, Haigh, Hill & Ludlow, identified that with modification and growth of interactive
nature, on subject of needs and requirement of children's (Smith, Ell, Grudnof, Haigh, Hill, &
Ludlow, 2016). The focal point in education and teaching goes from working on finding that
what is the problem with kid to what is to be done to maintain and support them through learning
according to needs. Researcher also found that to adopt practice of inequality, education to
teacher is become important (Smith, Ell, Grudnof, Haigh, Hill, & Ludlow, 2016). Messiou
conducted research in 8 secondary schools, which is in Europe. The study finds plans for
supporting teachers as well as for responding sophistically in the diversity of people in schools.
The plan contains planning of lesson, which needs to be study, it also focuses on listening to the
views of learners, who all are in need of the special education. The study also analyzed growing
needs of learning among students. It becomes problem for teachers to go ahead of the existing
practices, so that they can make new practices to support students (Messiou, et al., 2015).
Factors of internal and external
Wilkins finds that forces of contradictory influence the work of teachers. This study was
conducted in neoliberal school in England, due to the diverseness in model of the government.
The efficient training and teaching is needed in inclusive school of England, to focuses on
providing efficient knowledge to people of special education needs (Wilkins, 2015). Katz
conducted study in Manitoba, in which 89 teachers were targeted from different schools situated
in urban areas. Researcher found that teachers are working in challenging environment and they
face difficulties while adopting practices of inclusive education. The study concluded that model
of Three Block, help teachers in reducing workload and enhance work of the teachers by
communications, teaching and engagement (Katz, 2015). According to Vaz, Wilson, Flakmen,
Sim, Scott and Cordier, the unsuitable training at various levels leads ineffectiveness to provide
superior education to person who are in need for the special education, It also found that in
education of the inclusive the teachers play an important role in encouraging participation and
leads accomplishment. The study also focuses on behaviour of the teachers towards the
education of inclusive; the study is conducted in primary schools. The survey method is used in

UNDERSTANDING INCLUSION IN LEARNING COMMUNITIES 7
this study to gather data from Western Australia (Vaz, et al., 2015). Sharma,Simi, Florine,
recognized some modification in current policies of Pacific Islands, results in-depth focus on
executing education of inclusive. The study consider that due to changes in policies, various
practices have to be followed under inclusive education in schools of Pacific Islands which
includes women participation, remove inequalities and provide learning to diverse people. In this
study, information is used in order to inform schools to make alteration in existing program of
teacher education, so that effective learning is provided to students of the school (Sharma, Simi,
& Forlin, 2015).
Collaborative Approach
Pantic & Florian identified that practices of inclusive involves teamwork of all the
teachers as well as other professionals, this is very challenging for teachers. The researcher also
found that there is a possibility for making combination of inclusive theories and practices with
teachers of the schools. Further, researcher also provide various recommendations, which include
develop abilities in approaches of the inclusive pedagogical and involve others to work jointly.
The study also suggested developing practices themselves and uses, these practices to teach all
people which are in need of special education in schools (Pantić & Florian, 2015). Another study
conducted is also related to this issue, according to Yada, teaching of inclusive education has
become major stream in policy of global education.This study was conducted in Japan and
researcher found that concept of inclusive education was relatively new to teachers of the
schools. Both methods are used for collection of data, it shows that it is quite challenging to
adopt practices of inclusive education, which is revised timely and suggest to work together.
Further, it also examins that teachers faced this issue due to low-level of self-efficiency in
country of Japan in comparison with other regions (Yada, 2017).
According to Messiou, most studies are simply apprehensive only with some learners
group and they use limited approaches of collaborative and transformative. This study argues
that focus on some students is not the philosophy of inclusive education, study shows that all
schools should adopt approach of collaborative to participate all people. At the same time, given
emphasis over inclusion for enabling participation of all students. It is observed that teaching is
considered as a challenge for teachers because they require professional skills to involve all the
students (Messiou K. , 2017). O’shea, Lysaght, Roberts & Harwood, the study observed

UNDERSTANDING INCLUSION IN LEARNING COMMUNITIES 8
pedagogies of inclusive used by teachers of the schools in Australia regarding the perceptions of
teachers and challenges faced by them in diversity population who are in need of special
education. For this research, approach of mixed-method was used by taking personal interview
of teachers as well as by taking survey through online of all staff members. The researcher
recommends that collaborative approach should be adopted because it is the responsibility of
both student an teacher in performing the education of inclusive (O'Shea, Lysaght, Roberts, &
Harwood, 2016). According to Shaffer & Brown, profession of teaching have developed and
turned into system in which professional from innumerable areas are integrated to hold up
outcomes of education of every children. The development of education which is provided to
students with disabilities relies in hands of the teachers. The study suggests that schools should
adopt model of co-teaching. In this study researcher finds that it is quite challenging to adopt
practices of inclusive education and theory of co-teaching will be beneficial for both teacher and
the student with disabilities (Shaffer & Brown, 2015). According to Mulholland, practice of
teamwork is an important aspect to give efficient education of inclusive in the schools. The study
was conducted in Ireland; students are in need of special education. Teachers and professionals
finds it difficult to adopt practice because of time, limited opportunities for development. In the
study, approach of mix method is used, and researchers suggest adopting the approach of
collaborative in the schools of primary (Mulholland, 2016).
Lack of training
Shogren indentified that schools have a complicated approach/ system, which faces key
concern in providing education to students according to their needs and ensuring their
development. In this study, experiences of students are examined relating to their education from
teachers. In the study eighty-nine students of schools were examined. Herein both the students
with and without any disablility were examined.Researchers also examined that teachers are
more opposing in accepting practices of inclusive, once they experience low confidence in the
instructions, inadequacy in knowledge, skills as well as unavailability of funds (Shogren1, et al.,
2015). According to Sailor, the education of Inclusion is given to disabled students according to
their requirements. This initiative was taken globally from the time when Salamanca Statement
as well as the action of Framework made by General assembly of UN in year 1994. Researcher
examined that in spite of efforts made by policy of global, practices of inclusive education was

UNDERSTANDING INCLUSION IN LEARNING COMMUNITIES 9
irregular as well as indefinable. The study stated that it become challenging teachers to deliver
better education to all students with different learning needs and support them by solving their
problems due to lack of understanding. The study also recommended systems of multi-tiered for
supporting practice, which should not only be adopted by classroom but also by entire school.
The researcher also said that school should frame a system under which the funds should be
equally distributed (Sailor, 2017).
As stated by Florian, the approach of inclusive pedagogy offers lessons in classroom to
group of disable people, this leads in reducing inequalities by improving opportunities of
learning for all students in schools. The focus of Inclusive education is on enhancing value of
education, which is provided in mainstream with peer and with non-disable person by dropping
changes in the practice. The study is conducted to find out problems teacher face while dealing
with the diverse group in schools, due to lack of training, knowledge. Researcher also examined
practice of providing equal opportunity to all students in schools be made to enhance education
and to teach students in effective manner (Florian, 2015). As stated by Aldabas, that education of
inclusive is developed in schools of South Arabia, but system of this education needs
improvement. This study also examined improvement areas, which includes the skills and
abilities of all teachers. The researcher also recognized other problem, which is an inadequate
behaviour of teacher because of inappropriate opportunities in schools (Aldabas, 2015). . Lee,
Yeung & Tracey, finds that due to changes in practices of the inclusive education, behaviour of
teacher’s changes and they finds difficult to adopt it in school of the Hong Kong. In this
researcher also founds that experienced in knowledge only make teacher effective in providing
education to person in need of special education. The study also suggests that teacher should also
have management knowledge and other roles. Further researcher also suggested that experience
of providing education to disable group is not achieved by taking training, classes. For this,
person should also be talented (Lee, Yeung, & Tracey, 2015). Dennis, Holmes, & Smith,
identified that in 21ST century, digital practices of inclusive education should be adopted in
schools but faced an issue of lack of skills an d trainings for the teachers. Researchers also finds
that, this practice help teachers to deal with complexity situation of schools and provides
effective education to multicultural diverse students with disabilities (Dennis, Holmes, & Smith,
2015).

UNDERSTANDING INCLUSION IN LEARNING COMMUNITIES 10
Future Directions
From the above analysis, I find that there are many challenges faced by teachers in
adopting the practices of inclusive education. There are uncertainties as well as difficulties in
inclusive education, which require future research, as not many studies are conducted in schools
for determining the challenges faced by teachers. It becomes important to study about the
following issue because many countries provides inclusive education and through development
many alterations comes in practices of inclusive education, it becomes difficult for teachers to
adopt due of lack of skills, training, professional development, funds as well as confidence. I
believe that research oriented analysis model can be used jointly, which helps the teachers by
variety of studies. Teachers are required to be professionally skilled for providing education to
disable students in mainstream, for this teachers can acknowledged by the approach of social
communication and interaction with students. Further, teachers can investigate the understanding
of students and persuade them by continuously connecting new as well as previous knowledge.
Teachers can also receive training of pre-service about inclusion. The teachers can professionally
develop at school level with suitable equipment and techniques to understand the needs of
diverse students and meet their learning needs. Schools can provide programs of in-service
training to teachers, who all are teaching already to the students, this helps teacher to understand
the effective method and procedure to teach students according to their needs. The approach of
pre- service can also be used to provide training to the teachers of primary schools; this
education gives complete knowledge about practices of inclusive education.

UNDERSTANDING INCLUSION IN LEARNING COMMUNITIES 11
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