包容性教育与质量--留学生essay代写范文

留学生essay代写范文:“包容性教育与质量”，这篇论文主要描述的是维多利亚州政府认为所有的学校都应该具有包容性，特别是为有残疾或额外学习需要的学生提供更多的学习机会，这种所倡导的包容性教育旨在为所有学生提供高质量的教育服务，满足学生们的学习需要，因此学校应该定制和倡导形成包容性的文化，形成良好的教学氛围。

Abstract

In the paper “Inclusive Schools Are Effective Schools” (ED, 2007), the Victorian Government believes that all government school students, including those with disabilities and additional learning needs, are entitled to an excellent education that provides them with a genuine opportunity to succeed. In response to this vision, mainstream and special schools in Victoria are adopting policies and practices that are driven by the desire to be the providers of high quality educational service to all students regardless of their learning needs. The paper shows both characteristics of inclusive schools and effective schools as well as giving the six areas that are needed to be approached strategically. Then drive to the conclusion that inclusive schools are effective schools.

The key of the inclusive education is the high quality education services to everyone. Not simply include the special educational needs students, but also satisfy everyone’s learning needs.  Problems are mainly laid in two aspects: people have a weak consciousness on inclusive education and the structure and the operation of inclusive schools are difficult to manage. In order to solve the problems, the school should develop inclusive culture, structure and operation to achieve the high quality educational services.

In order to become more inclusive, the school should develop an inclusive culture.          

acknowledges that children with disabilities are everyone’s responsibility and hence it follows that there should be a zero reject policy in school admissions. Character Education Partnership, CEP, (2010), put out a position paper on its website called, If We Want Good Schools, We Must Assess Culture/Climate. CEP Defines School Culture as all aspect of school life, including a safe and caring environment, a powerful pedagogy and curriculum, student motivation and engagement, professional faculty culture and relationship trust, parent partnerships, and community collaboration. School culture reflects the value and behavior of individual member of the school environment and also the overall orientation of the society in which the school has been established.

People lack the consciousness that every child has the equal chance to receive the high quality education, and those with disabilities and special needs are included, too. The importance and necessity of inclusive education should be realized and appreciated by the whole society. To be able to better understand the inclusive culture, it is helpful to look at its opposite - exclusion. The following statements describe ways in which a person may be excluded(ED, 2011).  "You can't join our group!" "You're not my friend. I won't play with anybody like you." We may see it or hear it before. Some people may probably have similar experience.  Sometimes those who are different from others are excluded and unaccepted by people. The fact is that everyone is different. People have different learning disabilities, physical features, social statuses or anything else.  It is incorrect to judge people by their disabilities. The attitudes toward these people are the results of the environment (ED, 2011). The children normally react and behave as they see what in modeled by teachers, parents and their peers. Everyone in the inclusive learning community is encouraged to stand in the shoes of others or think about their own experience of exclusion. The inclusive value should be verbally communicated in the learning community and also be written in the school mission which is not only displayed promptly but also imbibed by one and all. They will have better understanding of an inclusive value and attitude towards the differences among people. The school, teachers and parents should collaborate to deal with all exclusion cases. They also must have a clear understanding of school culture as well as of inclusive school culture. Building the inclusive school culture requires support from all social powers in the long run. It requires patience and a lot of planning. The inclusive culture applies to everyone at school and the high quality education service should be equally delivered to all.

The role of school structure is to foster inclusion. The leadership is able to understand the value of inclusive education and then followed by written. In order to deliver quality education services, the leadership skills and their attitudes play an important role. The benefits of inclusion for every child should be seen. Implementation of inclusive education strategies should be supported. The cooperation between school and the parents should be developed (ED, 2011). Inclusive schools require managers and leaders to be professional and experienced. (Espin, 1998) Therefore, policy and decision on manager’s selection is necessary. As an educational leader, the manager should promote the students by facilitating the development, articulation, implementation and stewardship of a vision of learning that is shared and supported by the school community. When appointing someone to be the leader of an inclusive school, deep understanding and exams are necessary. At the same time, flexible education system, well trained teachers, strong multi-skilled personnel and good student participation are not only needed but also are a must for a successful inclusive structure. The teachers and administrators who believe in and have the skills to support the mission should be hired.

Physical inclusion does not mean real inclusion. In the real inclusion, children accepted and participated equally by their learning environment. The children are not just physical included in the classroom (Mcleskey & Nancy, 2008).

Since there are fewer children of new generation, the special school was included to the elementary school. The new school provides inclusive education. Therefore, both special needs students and students from elementary school shared the learning resources. The new management team decided to put Mrs. Fialova, a teacher from the special school, in the regular class as assistant because of her special education qualification. Mrs. Fialova had her special needs students at the back of the classroom. At the same time, Mrs. Drobna, the main teacher, taught her students in front of the classroom. During the class, neither two teachers nor the students have any communication with each other.  Only when Mrs Fialova left, the children started to work with the rest of the class. The management of the school just combines the schools but it does not make changes in the school culture and structure. The teacher with special education qualification is not effectively used. The teacher from the elementary school is not trained to collaborate with the specialists. The school structure is not developed and the education quality is not assessed by the leadership after the inclusive decision was made.

The education quality should be addressed in the inclusive school daily operation. The quality of lesson is often a concern in an inclusive educational system. According to the paper (Van den Bos, 2007), inclusive school stresses students’ learning needs rather than their disability. They think that by communicating with different multi-skilled personnel such as teachers, specialists, clinicians, volunteers are available to support students with their progress.

Some people think children with special needs should study at special schools because the special schools provide qualified special education teachers and the suitable learning resources. The special schools even have small numbers of the students in one class(ED, 2011). In some people’ opinions, the students with special education learning needs get too much attention from the teachers, and the rest of the class cannot get enough learning assistance from teacher.  The above premises are against the results of the studies. When individualized and differentiated teaching techniques such as inclusive education methods are used, the quality of education will be increased. American researchers Paul J. Jordan and Anne Stanovish. found that teaching strategies taking into account the diversity of students' individual needs lead to greater involvement of students in education, better results and also to their creating a better self-image, which is true both for children with special educational needs and children without them. It can be inferred that if proper teaching methods are used in the inclusive education, the whole inclusive class can make great improvement in their learning. The individual learning plans should be documented. Every student has learning portfolio. The professional training for teaching staffs will also be scheduled in order to maintain the quality of education at the inclusive school. Assessment is essential for providing curriculum to all learners according to their needs and potential. Assessment is NOT for picking up what learners do not know but it is for providing the framework for the activities in which learners can show their understanding of the knowledge they have reconstructed (Sai, 2003).             

Operations in an inclusive school require several additional resources, such as additional staffing, facilities and materials, compared to the mainstream schools.  Inclusive schools have to provide special education training program for their teachers regally. It requires support from leadership and money. In order to maintain the stable financial support, schools should have own special educational fund. The yearly income from the school finance for the special education funds should be written in the school policy. Schools can also work with local government and non government organizations for extra funds for additional staffing, facilities and materials.  The other local schools are welcomed corporate with inclusive schools by sharing staffing, facilities and materials.

CONCLUSION

In order to develop inclusive school, the inclusive school culture is essential. It is the first step to make inclusive school culture widely known within the school and accepted by the local community. The school culture has direct influence on the structure of the school, as how school operates influences how the school is structured. The inclusive culture, structure and operation should be well conducted in order to meet every student academic, social and personal learning needs. The inclusive schools with high quality education services are effective schools.

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