"Inclusion in education refers to all students being able to access and gain equal opportunities to education and learning."
The practice of providing equitable and meaningful educational opportunities for all children, regardless of their backgrounds or abilities.
Understanding Inclusive Education: Understanding what inclusive education is, its principles and concepts, and how it is different from traditional education.
Legislation and Policy Frameworks: Familiarizing yourself with the laws and policies governing education, including the Universal Declaration of Human Rights, the Convention on the Rights of the Child, and the Individuals with Disabilities Education Act.
Diversity, Equity and Inclusion: Understanding diversity, equity, and inclusion in early childhood education and how it can be achieved through different strategies.
Child Development and Learning: Understanding how children learn and develop, including developmental milestones and how inclusive education can support children's growth and development.
Differentiation of Instruction: Understanding the different strategies and methods of differentiating instruction in order to suit the needs of diverse learners.
Family Engagement: Understanding the importance of collaboration between teachers and families, and how to create an inclusive learning environment that promotes family engagement.
Curriculum Design and Assessment: Familiarizing yourself with principles and strategies of curriculum design and assessment in inclusive classrooms.
Assistive Technology: Understanding how assistive technology can be used to support students with disabilities and special needs in inclusive classrooms.
Universal Design for Learning: Understanding the principles of Universal Design for Learning (UDL) and how they can be applied in the design of curriculum and instruction.
Collaborating with other professionals: Understanding how to work collaboratively with other professionals such as occupational therapists, speech and language therapists or social workers.
Classroom Management: Understanding effective classroom management strategies that promote an inclusive, positive learning environment.
Behaviour Management: Understanding how to manage behaviour challenges in inclusive classrooms and what effective strategies can be implemented to manage them.
Mainstreaming: This type of Inclusive Education allows children with special needs to attend regular preschools and kindergartens with age-mates. The children are integrated into the regular classroom with support as needed.
Collaborative Team Teaching: This type of Inclusive Education is characterized by team teaching of children with and without disabilities by a pair of teachers in the same classroom.
Specialized Services: This type of Inclusive Education involves early intervention and specialized services offered to children with disabilities at an early age.
Co-teaching: This type of Inclusive Education involves the participation of two teachers, one being a regular education teacher and the other a special education teacher, in the same classroom to manage diverse learning needs.
Pull-in Programs: This type of Inclusive Education is a program where children with disabilities receiving specialized education are also offered general education while remaining in the same classroom with their regular classroom peers.
Inclusion classrooms: This type of Inclusive Education is an all-inclusive learning environment where children of different intellectual and developmental abilities learn together.
Resource Rooms: This type of Inclusive Education is where specialized service is provided to children with disabilities who receive their general education classes in a regular classroom.
Individualized Education Plans (IEP): This type of Inclusive Education involves the provision of individualized education plans tailored to children with special needs covering academic, social, psychological, and physical needs.
Universal Design for Learning (UDL): This type of Inclusive Education involves instructional strategies for teaching children with various intellectual and developmental abilities.
Positive Behaviour Interventions and Supports (PBIS): This type of inclusive education provides teachers with tools to create a positive, focused learning environment where children can thrive academically, socially, and behaviorally.
"It is more effective for students with special needs to have the mixed experience for them to be more successful in social interactions leading to further success in life."
"The philosophy behind the implementation of the inclusion model does not prioritize, but still provides for the utilization of special classrooms and special schools for the education of students with disabilities."
"The idea being that it is to the social benefit of general education students and special education students alike, with the more able students serving as peer models and those less able serving as motivation for general education students to learn empathy."
"Schools most frequently use the inclusion model for select students with mild to moderate special needs."
"Fully inclusive schools, which are rare, do not separate 'general education' and 'special education' programs; instead, the school is restructured so that all students learn together."
"Inclusive education differs from the 'integration' or 'mainstreaming' model of education, which tended to be a concern."
"A premium is placed upon full participation by students with disabilities and upon respect for their social, civil, and educational rights."
"Feeling included is not limited to physical and cognitive disabilities, but also includes the full range of human diversity with respect to ability, language, culture, gender, age, and other forms of human differences."
"Student performance and behavior in educational tasks can be profoundly affected by the way we feel, we are seen and judged by others."
"The United Nations Sustainable Development Goal 4 recognizes the need for adequate physical infrastructures and the need for safe, inclusive learning environments."
"The aim of inclusion in education is for all students to access and gain equal opportunities to education and learning."
"The inclusion model still allows for the utilization of special classrooms and special schools for the education of students with disabilities."
"The idea being that it is to the social benefit of general education students and special education students alike, with the more able students serving as peer models."
"Fully inclusive schools restructure so that all students learn together, without separating 'general education' and 'special education' programs."
"A premium is placed upon full participation by students with disabilities and upon respect for their social, civil, and educational rights."
"Feeling included encompasses the full range of human diversity with respect to ability, language, culture, gender, age, and other forms of human differences."
"When we expect to be viewed as inferior, our abilities seem to diminish."
"The United Nations Sustainable Development Goal 4 recognizes the need for safe, inclusive learning environments."
"The more able students serving as peer models and those less able serving as motivation for general education students to learn empathy."