Inclusive Approaches to Learning and Teaching

Guía Ape 1
Mónica Guachi, Alexandra Miranda, Emily Noroña, Randy Ortiz
April 24th, 2023
1. Approaches to inclusive education
It is remarkable to start by understanding in simple words what inclusive education is and
what aims for. Paulsrud (2022) states that inclusive education is an educational ideal that
supports a school’s design aiming to meet students’ needs. Also, the author adds that
inclusiveness is a way of responding to the learners’ diversity against social injustice and
inequity.
Approaches to inclusive education appeared as a way of proposing new methods,
strategies, challenges, and policies to support students with disabilities, special needs, and gifted
ones. Besides, approaches have helped international and national educational systems to
understand the problem from an innovative and renewed perspective.

In this sense, the first model presented is the Pacific inclusive education model, which
aims to achieve a sustainable future for everyone by addressing universal action and ensuring an
equitable education that supports lifelong learning opportunities and inclusive education for all
(Page et al., 2022). This article concludes that investing in inclusive education is a reasonable
way to provide a quality and equitable education, even though it is still suggested that education
for all is seen as a part of changing policies rather than remarkable objectives for all children.

The next study analyzed approaches to differentiation of Swedish educational policy, in

which it is stated that Sweden has a particular story in educational aspects since its educational
system has changed drastically over the years. The aim of the article is to analyze how the idea
of inclusive education is controlled by educational policies and how these policies demand
challenges. teachers who try to practice education for all. Paulsrud (2022) The article's findings
showed different problems: 1) Traditional teaching is not keen on students. 2) The school limits
students' progress. 3. The school is an example of inequality, which leads to better opportunities
for some students than others. 4) Students' difficulties need support. 5) School excludes students
by not designing an education for everyone.
 In conclusion, inclusive education is fundamental since its purpose is to guarantee equal
access to all levels of education and professional training for people in vulnerable situations,
including people with disabilities. In addition, it is also important to build or adapt adequate
school facilities and offer effective learning environments for all, in this way to be able to satisfy
all the needs of the students and that they know that all have the same rights and opportunities,
adapt to the rhythms of the different learning and having a sustainable development thought
which would be to have access to quality education, in this way, students can have a better
educational progress of learning and personal growth. Respect is the best foundation for
education and it is crucial because it promotes values such as diversity and tolerance to help us
have a better educational and social environment.

2. Educational special needs

Special educational needs refer to children with disabilities or learning problems that
make the learning process hard to carry out as most children of the same age. In addition, if a kid
has special educational needs is necessary to look for specialists to have extra help with school
work, organizing themselves, behaving properly, socializing with friends, expressing their
feelings, reading, understanding information, or other problems such as sensory and physical
needs.
A study in Ghana with the objective of analyzing the teacher’s knowledge about students
with special needs and how they implement strategies in the class is closely related to interaction,
inclusion, and management. In this context, most of the teachers show that do not have good
educational training to control students which is why the application of inclusivity was low. To
give you an idea, it is the teacher's obligation to accommodate students with educational special
needs and assign special tasks with modifications with an inclusive approach. Despite the fact
that the classroom management procedures used by teachers were adequate, their lack of
information was noted to increase strategies that improve and protect the well-being of students
with special needs, so it is more than necessary to hire and train teachers (Mercedes Nana
Konadu Gyasi, 2020). On the other hand, in North Ireland, the system to identify the type of
special needs follows sequential procedures to establish if a child has difficulties learning, needs
school help, additional support, or issuance of a legal declaration to meet the learning needs
required of the student. SEND in England has proposed support for these people with special
needs; including education, health, and care services for inaccessible curricula or ineffective
teaching (Courtney, Mulhall, & Taggart, 2022).

In conclusion, the importance of special education cannot be expressed enough; Children

with special needs can grow up to be productive, happy, and fully functioning members of
society. Or they may slip behind and slip through the cracks. Inclusion is essential for building
relationships, and experiences, and developing cognitive and social skills. Some laws guarantee
that no child is allowed to fail. States are held individually responsible for student scores and
proficiency. Having accredited and well-trained teachers are imperial for student success.
Students with learning disabilities do not all learn the same so you should always create
interactive activities for these children.It is essential that the teacher create learning
environments especially for these children and in this way they will be interested in learning and
participating in learning.

References
Page, A., Vira, A., Ledger, S., Mosen, J., Anderson, J., Charteris, J., & Boyle, C. (2022).

Pacific inclusive education model: addressing dichotomies to ensure positive

outcomes. Journal of Education Policy, 1–20.

https://doi.org/10.1080/02680939.2022.2080275

Paulsrud, D. (2022). Inclusion in the light of competing educational ideals: Swedish Policy

approaches to differentiation and their implications for inclusive education. Nordic

Journal of Studies in Educational Policy, 8(3), 171–183.

https://doi.org/10.1080/20020317.2022.2083053

Courtney, C., Mulhall, P., & Taggart, L. (2022). The prevalence of special educational needs in
Northern Ireland: A comparative analysis. Taylor & Francis Online.
doi:https://doi.org/10.1080/08856257.2022.2127082
Mercedes Nana Konadu Gyasi, A. K. (2020). Teachers’ knowledge of special educational needs
and disability students and their classroom management approaches. World Journal of
Education, 10(4). Retrieved from https://files.eric.ed.gov/fulltext/EJ1266948.pdf