Rinarose M. Perez Mr.

James Kent Torres

BTVTE-ET

ProfEd 5

Read the following journals, reports and research about Inclusive Education.
Provide an Introduction, Summary, conclusion and reflection for EACH reading material.
Upload your answers here (pdf format)

Introduction:
Inclusive schooling is not simply about placing all students in classrooms without attending to
their individual strengths, needs, and individual learning requirements, it does not demand that all
students learn the same thing at the same time, in the same way, and it is not the sole responsibility of
the classroom teacher. An education system that includes all students, and welcomes and supports
them to learn, whoever they are and whatever their abilities or requirements. This means making sure
that teaching and the curriculum, school buildings, classrooms, play areas, transport and toilets are
appropriate for all children at all levels. Inclusive education means all children learn together in the
same schools. Erwin states, "The true essence of inclusion is based on the premise that all individuals
with disabilities have a right to be included in naturally occurring settings and activities with their
neighborhood peers, siblings, and friends." Everyone benefits from inclusive schooling in some way,
from the children who had previously been denied inclusive schooling, other children in the class,
classroom teachers, other teaching staff, the whole school community, and the community.
Inclusive schooling is both a belief and a practice where all children learn in their local schools in
classes with their own age. This encompasses all children - students with disabilities, gifted students,
children from a wide range of racial and cultural backgrounds, and more. Inclusive schooling is about
truly including all children together in an effective learning environment. A fully inclusive school enrolls
and effectively supports all learners, regardless of ability, tailoring learning to individual requirements
and ensuring those requirements are met. In inclusive schooling, children bring their own unique
strengths, experiences, and understanding to the classroom. Society is richer when all children are
valued.

Summary:
After reviewing evidence from more than thousands of studies conducted in different countries,
it found consistent evidence that inclusive educational settings—in which children with disabilities are
educated alongside their non-disabled peers—can have substantial benefits for the cognitive and social
development of those children.
The research also suggests that inclusion can have important positive benefits for all students,
because including a student with a disability requires teachers and school administrators to develop a
better understanding of the individual strengths and needs of every student.
Research evidence suggests that, in most cases, being educated alongside a student with a
disability does not lead to adverse effects for non-disabled children. On the contrary, some research
indicates that non-disabled students who are educated in inclusive classrooms hold less prejudicial
views and are more accepting of people who are different from themselves.
Nevertheless, many students with disabilities still struggle to access effective inclusive programs.
Long-standing misconceptions regarding the capacities of children with intellectual, physical, sensory,
and learning disabilities lead some educators to continue to segregate disabled and non-disabled
students.
Conclusion:
Despite the growing international consensus on inclusion, many students with disabilities
around the world continue to face challenges when attempting to enroll in regular schools. Recent
research conducted by UNICEF in 13 low- and middle-income countries indicates that children with
disabilities account for a disproportionate percentage of children out of school.
In brief, countries around the world have pledged to support inclusion for people with
disabilities. There has been a substantial expansion in the degree to which students with disabilities
attend school alongside their non-disabled peers, but this progress has been uneven. Many countries
have enacted policies to promote inclusion, while others have been slow to shift from a segregated
education model. Even in countries that have high rates of students with disabilities in the general
education classroom, education that is truly inclusive may not be the norm.