Inclusion can be successful only when an inclusive approach is visible at all levels of education, from the community to school and classroom. Here’s how inclusion should be at all levels.
An inclusive school is much more than just a disabled-friendly learning community. It’s instead an opportunity for all students to receive education adapted to their needs in age-appropriate, regular classes. The environment here is receptive, assimilative, considerate, and supportive, allowing students to learn, imbibe, contribute, and participate in every school activity.
Inclusion is an attitude. It only cannot happen in isolation or one classroom. It must intrude into all education levels, providing students, with or without disability, an environment where all are valued and cared for. Successful Inclusive schools like the Global Indian International School KL ensure getting rid of the barriers causing exclusion.
The barriers can be related to the community, schools, classrooms, and programs.
- The Community:
Community support is central for inclusive schools to operate successfully. After all, inclusion is directed at helping students with disabilities to integrate seamlessly into community living and competitive workplaces. The inclusive practices have to infiltrate from the community into the school, allowing students with different abilities to imbibe diversity as the community standard.
Misconceptions about disabilities and the disabled are commonplace, and the only way to bust them is by helping the disabled participate in all aspects of school life. The communities have to proactively help inclusive schools to develop an attitude of acceptance and a support system that treats everyone equally, despite the disabilities. To this end, the communities need to support school events with time and funds and promote inclusiveness at every level.
- The School:
The school is the cornerstone of an inclusive society. Much like the Global Indian International School KL, a successful inclusive school needs a framework to support inclusive programming. The school has to allocate resources for staffing, training, timetables, and more to ensure the necessary support for students with disabilities. The inclusive school must invest in paraprofessionals and assistive technology for better assimilative outcomes.
The personal is required to assist teachers in planning classes for students with and without disabilities. He/she has a role in helping students needing one-to-one instruction to get up to speed. The assistive technology, including learning aids and other equipment, steps in to enable students to tide over their disabilities and learn and participate, just like ordinary students. The disability-friendly infrastructure has to be there to ensure a familiar learning environment.
- The Classroom:
The third element of an inclusive educational setup has to be the classroom where learning happens. The teacher and students should demonstrate inclusion through their approach and actions. Or else, the whole purpose of an inclusive learning environment is defeated. The inclusive approach is based on compassion towards others and accepting their socio-economic backgrounds, beliefs, cultures, sensibilities, and disabilities.
The physical structure of the class also matters when it comes to encouraging inclusiveness. The furniture arrangement should be such that students with physical disabilities can enter, exit, and sit conveniently. Plus, a typical school day’s routine has to adapt to their special needs, providing them with an opportunity to be a part of every activity that helps their overall growth.