INCLUSION 2

Inclusion

Every student has unique learning abilities. Student’s differentiated needs are met when
the teacher presents lessons in different ways and use instructional methods that cater to every
student’s needs. Students with special abilities can be challenging. However, every teacher needs
to teach students with disabilities at an individual level. Investing in understanding the learners’
unique needs could be beneficial and could contribute to the achievement of educational
outcomes. The paper analyzes how learners with disabilities should be integrated into a normal
classroom and how they should be accommodated to ensure that they feel like part of the student
population.
Krogh et al. (2015) define inclusion as allowing disabled children to learn in the same
classrooms with the rest of the student population and go through the same curriculum.
Removing children from the general population is not as effective as including them and
allowing them to experience education like the rest of the students. Inclusion is advantageous
because it provides all students both abled and disabled with better opportunities for learning. It
also places high expectations on all children, and none has no reason to feel like they cannot do
well because of a certain disability. Besides, inclusion gives all children a sense of belonging and
they are all prepared for life after school in a similar way (Krogh et al., 2015). However, there
exist certain disadvantages of inclusion. First, teachers teaching children with disabilities require
special training and knowledge that may be missing among teachers trained to teach ordinary
classrooms. Also, many times, children with disabilities require special equipment, and the
school districts may not have adequate resources. Another disadvantage is that they also require
more adults in the classrooms to give them undivided attention, and they may not be available in
all the classrooms, thus making inclusive teaching difficult.

INCLUSION 3
Educators and parents aim to have an educational system that ensures that all students
receive balanced education. The implication is that all students must be given the ability to
compete favorably in society. The No Child Left Behind Act (NCLB) is a regulation that is
designed to achieve fairness in the education system. The act requires schools to ensure that
students with cognitive disabilities are given a platform to achieve success as their peers that do
not have cognitive disabilities (OSPI, 2019). The act also prohibits the exclusion of learners with
disabilities from accountability systems that furnish parents and educators with important
information. The act is based on the fact that all learners deserve to have teachers and educators
who believe in their abilities. Teachers and educators must seek to ensure that they encourage all
learners to make progress. Teachers need assessment information to achieve this core objective
of encouraging learners (Krogh et al., 2015). The NCLB act ensures that there is sufficient
funding for states to design and implement tests for all children including learners with special
needs. Through the tests, educators are able to assess where the learners are excelling and areas
that the learners need more help. The law ensures that learners with disabilities are not excluded
from the accountability system. The act ensures that learners with disabilities are included in the
testing systems. Excluding learners may make it difficult for parents to know the progress of
their children (OSPI, 2019). The NCLB act ensures that learners with disabilities participate in
tests that are taken by other learners and this ensures that their unique needs are taken addressed
by the education system.
Common Core State Standards (CCSS) recognize learners with disabilities are a special
group that requires special planning. Learners with disabilities have different needs and as a
result require individualized planning (NAESP, 2019). Learners who have the same disability
can vary greatly and this call for individualized education programs that specify the supports and
accommodations for each learner to access the CCSS. The supports and accommodations are

INCLUSION 4
founded on the evaluation of the learner’s current level of performance. The application of the
Universal Design for Learning UDL is one of the strategies that is applied by educators to meet
the needs of learners with disabilities (NAESP, 2019). An effective goal must be flexible to
ensure that all learners meet the goal. Multiple ways can thus be used to achieve a goal, and this
ensures that learners with disabilities are accommodated.
Overall, it is important to ensure that all learners are integrated into the education system.
Learners with disabilities are an important part of society and the student body. All stakeholders
must thus come up with ways to ensure that their unique needs are addressed. Teachers in
particular need to be patient and to show compassion to all learners. Equality in education must
be enhanced through guaranteeing a balanced education to all learners.

INCLUSION 5

References

Krogh, S. L., Fielstein, L., Phelps, P. H., & Newman, R. (2015). Introduction to education:
Choosing to teach. Retrieved fromhttps://content.ashford.edu
NAESP. (2019). Access to the Common Core for All. Retrieved from
https://www.naesp.org/principal-septemberoctober-2012-common-core/access-common-
core-all-0
OSPI. (2019). No Child Left Behind Act of 2001. Retrieved from https://www.k12.wa.us/policy-
funding/policies/elementary-and-secondary-education-act-esea/no-child-left-behind-act-
2001