2022, Vol. 3, Issue 1, Part A
Inclusion for students with disabilities: Activities and strategies
Author(s): Sumbul Akhlaque Khan and Saraswati Sharma
Abstract: Inclusion means ensuring that children with disabilities go to school with their non-disabled peers, while providing them with the individual instruction and support they need. In this article, read about inclusion and how it differs from mainstreaming. Inclusion has been likened to a process (Ainscow, 2005; Allan, 2008; Carrington, 1999). Rather than a set destination, considering inclusion as a process has required from educators a continuous effort of reflection and improvement. This paper will look within those ingredients and cultural aspects and discuss essential core elements that enable inclusive change. These elements are relationships, advocacy, a sense of identity, shared experiences, and transparency. Each of these elements work to strengthen the effort to develop inclusion in schools and communities. These elements fuel inclusive change in an ever enlarging spiral - the more they are developed, the stronger the foundations (or ingredients) for inclusive change to emerge, and the more pronounced these core elements become. Woven throughout these elements is the notion of transparency, being able to see barriers as well as through them. Transparency involves the ability to see how values and beliefs are demonstrated within a school or community. This improved vision allows community members to see who is included or who is excluded, to look outward at how values are practiced, as well as inward to where values are formed.
Pages: 24-27 | Views: 432 | Downloads: 154
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How to cite this article:
Sumbul Akhlaque Khan and Saraswati Sharma. Inclusion for students with disabilities: Activities and strategies. International Journal of Childhood and Development Disorders. 2022; 3(1): 24-27.
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