Inclusive Education: Fostering Diversity and Participation in Learning

Definitions of Inclusive Education:

Inclusive education is referred to the process of education in which all the students are allowed to attend as well as welcomed by the neighbourhood schools in regular age-appropriate classes to learn, contribute and show participation in all the aspects of school life (Messiou, 2017). This nature of schools operates classroom where both the students with and without disabilities are included to learn and get educated. The successful inclusive education can be accomplished primarily through acceptance, understanding and attending to the differences and diversity among students that may include different cognitive, physical, social, academic and emotional abilities (Mont and Sprunt, 2019). For those seeking guidance on this subject, education dissertation help can be invaluable in addressing the complexities and practicalities involved. This does not indicate that the disabled children would never be allowed to spend time apart from regular education classes as such classes may be needed for participle purpose of the child but this goal is to be the exception. In inclusive education, the key principle is to make all pupils feel welcomed, supported regarding their efforts and appropriately helped to overcome challenges. In this form of education, the educational teacher along with the special educator is to be included as well as parents, staffs and faculty (Haug, 2017). According to UNESCO, the inclusive education is the process in which diverse needs of all types of learners are addressed and responded to increase participation in learning from different cultures and communities to eventually reduce the exclusion of individuals from education (iiep.unesco.org, 2020). The key goal of education is facilitating a learning environment with effective participation from the teachers to embrace and welcome the benefits as well as diversity in society.

Features of Inclusive Education and its relation with Inclusive Education in Nigeria

In the inclusive education, the acceptance of diversified individuals in the setting without any specified condition is essential feature. This is because such a feature allows children with any special needs to be included in the settings without any discrimination and are made to access education with the normal children ensuring successful inclusive learning to be established (Mitchell and Sutherland, 2020). However, the presence of discrimination of the children to be selected based on their needs does not allows effective inclusive education to be established. This is because many children with disability may not be involved in regular learning activities along with normal children due to their specified needs rejecting the actual concept of inclusive learning (Hunt, 2019). In regard to the inclusive education in Nigeria, their first National Policy on Education was developed on 1977 that provided few provisions for the children with special needs and initiated to institutionalise the idea of equalisation of education for all children irrespective of their emotional, mental and physical condition (Torgbenu et al. 2018). However, with the enhancement of the Educational Policy and development of Plateau of State Handicapped Law 1981 in Nigeria the children with special needs was offered the ability to access compulsory education without any form of discrimination along with a provision to access rehabilitation for adults with disabilities (Barrio et al. 2019). Thus, the feature of diversity management was related with the inclusive education in Nigeria as it was seen that the government tried to develop policies that allow disabled children to avail education in any aspects without facing any nature of conditions or discrimination.

The study Kochetkov et al. (2018) mentions that feature of inclusive education involves the presence of infrastructure and facilities in adequate quality and quantity that supports the inclusion of children with special needs in education along with normal children. This is because the facilities needs and demands of the children with special needs in education to act at par or near to the normal children in the class to get educated in the inclusive settings. As argued by Legkonogih et al. (2019), lack of presence of proper facilities and infrastructure supportive for children with special needs in the inclusive settings makes them lag behind and perform inadequately compared to the normal children. This is because effective educational information that is easily understood by the normal children does not reach the children with special needs, in turn, hindering the inclusive learning process. It is evident from the context of inclusive education in Nigeria where the dearth of presence of proper infrastructure and facilities are seen for the children with special needs to access learning along with normal children in the inclusive educational field.

In Nigeria, within 1980-1990 only notable improvement in the field of education for the children with special needs is seen. However, after the years, no effective support and initiative from the Nigerian government are executed for updating the facilities required by the children with special needs to learning effectively in the inclusive settings. Thus, obsolete equipment, buildings and materials have led the children with special needs unable to avail proper education in inclusive along with special settings making them suffer in the society (Ajuwon, 2017). In addition, Nigeria also lacked proper facility in the form of strict policies to allow children with special needs to be enrolled in regular schools making them unable to access education in inclusive settings. The federal and state government in Nigeria are also seen to lack ability to arrange material and learning aids, equipment and others required for assisting the existing children with special needs in school and colleges to continue their education. This has led many children with special needs to leave education in the middle, in turn, creating a disrupted scenario of inclusive education in the country (Obi and Ashi, 2016).

The study by Hameed and Manzoor (2019) informs that the key feature of inclusive education planning is the development of educational goals based on the ability of children with special needs. This indicates that children with special needs are not required to be provided equal learning goals at par with the normal children in the regular classes to prove their efficiency. As mentioned by Lancaster and Bain (2018), the presence of trained professionals in inclusive settings is one of the features for promoting successful inclusive learning. This is because the trained professionals with the use of their skill and expertise develop a friendly learning environment for the children with special needs which make them learn by the side of normal children in appropriate manner. However, this element is found to be lacking in inclusive educational setting in Nigeria due to which children with special needs in the county face hindrance in accessing proper educational provisions. It is evident from the study of Kusimo and Chidozie (2019) where it is mentioned that in Nigeria psychologists, special education teachers, physiotherapists, psychologists, social workers and others required for setting effective inclusive education in the country are lacking in adequate numbers.

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Teacher-Parent Collaboration Framework in Inclusive Education

The effective partnership between Teacher and Parent within inclusive education is developed on the basis of efficiency to make decisions and its potential for producing high-quality student outcomes. The partnership to be successful they act as unified units and require to remain in continuous communication (Adams et al. 2018). As mentioned by Jigyel et al. (2018), the development of successful parent-teacher partnership in inclusive education requires the effective sharing of resources. This is because resource sharing is going to lead the parents as well as the school resolve barriers that negatively influence their collaboration making them help each other to contribute efforts towards successful promotion of inclusive education for the children with special needs. As asserted by Ng and Kwan (2019), responsibilities are to be performed properly by the parent and teacher during partnership in inclusive education. This is because the accomplishment of their responsibilities is going to create successful learning environment for the children with special needs where they can learn in a proper way acting at par with the normal children.

The Parent-Teacher partnership success in inclusive education requires aiming to accomplish common goals and show acknowledgement to each other’s responsibilities (Balli, 2016). This is because it would promote them to work in unified direction and respect each other’s contribution towards successful inclusive education. As argued by Leenders et al. (2018), lack of acknowledgement of the partner's role makes the other partner feel the other being non-existent or show proper recognition regarding their efforts. This leads to create a conflicting attitude among the partners as one feel the other does not consider them to be important. Thus, the acknowledgement of responsibilities between parents and teachers in inclusive settings are to be present for their successful partnership as otherwise, they would involve in conflict, in turn, avoiding to collaborate effectively to work in a productive manner. As mentioned by Suc et al. (2017), parents and teachers for successful partnership in inclusive education are to develop trust as well as respect ideas shared by each. This is because it would make each other feel valued to be present in collaboration. As criticised by Bendixsen and Danielsen (2020), lack of trust within the Parent-Teacher partnership makes each other perform duties in hindered manner. This is because they are unable to belief each other are acting to promote education of their child, in turn, developing lack of negotiation to act together on critical issues within inclusive education to promote learning of the special needs child.

Promoting Inclusive through Teachers’ Continuing Professional Development:

Inclusive education will suffer a lot of sets back if the teachers are not carried along or fully involved. If inclusive education is designed to achieve its purpose, then the teacher in the classroom is very important to put them into consideration on the propagation and implementation of inclusive education. We should note here that half of the work done in the classroom is done by the teacher, teaching and learning targets the learner or the beneficiary through the teachers. I am trying to point out here how significant the teacher’s position is in the educational system in general. The teacher looks like an arrowhead in teaching and learning.

One of the ways in which Birmingham city council in 1977-1978 (United Kingdom), promoted its inclusive education policies and programmes in schools is by sincerely sponsoring teachers on continuing education professional development courses of different kinds, the aim of which was to promote inclusive practices through practitioner research. In 1977, the LEA sponsored ten teachers on distance learning course the aim of which was to promote inclusive practice.

In the year under review (1977), a letter was sent to all schools in Birmingham by its LEA to call on the teachers in the schools inviting them to apply to study the course. After the invitation a lot of teachers indicated interest.

We should accept the fact that teachers are the forces, the perimeter, and measuring rod that determines the success of inclusive education. The delivery of qualitative inclusive education, in the classroom, is the teachers, not a mere saying. The government and other stakeholders can make laws, provide the funding and programmes on inclusive education, but it is the teacher that stays with the pupils or students in the classroom to see that this beautiful policies and programmes of the government are well implemented. The teacher is a very big factor that should be carried along in everything that has to do with inclusive education. Permit me to say that the teacher plays a constant role of a driver in a car. The driver shows his car the road or the way to go, and this is what the teacher does in the classroom with the policies and programme of inclusive education. Nobody joins a bad driver in his car because it could be very dangerous.

Transformation of an educational institution is in the hands of the teachers and other stakeholders in education. The teacher can decide not to bring a change in the school, and if he does, what happens in return to the school? it means that the same beautiful policies and programmes of the government becomes frustrated and messed up. This is why any wise government must not do without the teachers, they are builders, propagators, they implement, even work as counsellors to the pupils and students, educators and also seen as a Pride of any nation. Where do we go from here without the teachers? They must be given what is their right and be listened to all the time, by the government. There should be a good working relationship between the teacher and the government (Chireshe, 2013)”. If a teacher begins to have a misunderstanding and misperception of what inclusive education stands for, that will automatically frustrate the idea. Hold Ali, Mustapha and Mohdlelas,2006: 36 ). Inclusive education is a way of restructuring our schools with a new idea that accommodates everybody and the same time support learning.

In order to respond to different needs of the pupils and students, the current inclusive education system must be such that should be able to address the conditions of people and persons with disability, it should be different from a normal system of education” (isolating special education from regular education) to a single integrated system” ( Heiman,2004: 2 ). The study has argued that inclusive education in practice require inclusive school communities to be created who would act to attend rights of all nature of learners, share responsibilities among the school professionals, act to change structure of the organisation through collaborative decision-making process for solving problems required to perform effective professional roles and responsibilities in the school.

The education department in South Africa (1998: 5) informs that some learners who have a learning disability may require special nature of equipment during learning to understanding the facts and information shared in the curriculum. In this context, the educators required to be trained so that they can meet the needs of the child by effectively identifying them. The teacher must not be a novice. Robert and Mvambi, (1999: 4), clearly states that an inclusive classroom is such that pupils have the opportunity to learn from one another, and hence is inclusive classroom other children like themselves, there will be no room for segregation. They will from here learn how to care for one another, and hence it is inclusive classroom other children who are not disabled will see other ones as fellow children like themselves. They are made to learn different skills, and values necessary for communities to support inclusion. There will be no room for discrimination.

Partnership in Inclusive Education

For inclusive education to succeed it calls for term work. This is not a practice that will be left for the teacher in the class alone all hands must be on deck to bring out a successful result, Partnership here means all effort of the parents, the teacher, parents teachers association, the professional bodies, communities, the government and order individuals whom their services may be needed.thi is all about partnership, it is the movement of the people to work, and give a future to our children once again

In this changing landscape of education, the notion of traditional school is fast disappearing to the thin air and we must as a matter of urgency do something about it to avoid its effect on our children and the entire society at large. Inclusive education is the only solution for a better tomorrow. We must, therefore, unit to make inclusive education what it is expected to be and the earlier the better.

The Role Of Parents In Inclusive Education :

The role of parents in inclusive education is paramount. Their positive role can bring about excellent inclusive practice parents are the most accurate predictor of a child’s success in schools. The three (“Rs”) Respect, responsibility, relationship help us to form that partnership that truly makes a lasting difference to all kinds .the need to work effectively and successfully parents is not just restricted to children who have “special needs “but should be one of the driving forces within the setting, every child has a need and because of this parents should involve themselves in their children’s education and care .because every would want his child to be a success. If parents are possibly made understand that they are important in achieving the desired result in their children I believe they will be willing to move along. Every organization especially schools that begins a relationship with teachers will ever succeed. Everyone likes to be at a place where his interest will be protected.

Good working relationship should be based on mutual respect, permitting everyone to air his view where they need to. This is a business that has to do with them all. Therefore every single parent must be respected and carried along with no matter what his view is the scheme of things. The information coming from parents about their children to school is very important and should be treated as such. No parent would want his opinion or contributions to thrown into a trash can. To avoid conflict and discrepancy between the parents the school there must be a cordial working relationship. Many parents have the feeling that most practitioners do not want to listen to with relation to their meeting with practitioners (DES 1978) and 1981and 1993 education Act.

Policies Of The Recent Times :

People all over are surprised to see a number of policies with changes coming with it. These policies are promoting the status of SEN practitioners over time have not seen a number of provisions exclusively made to inclusive education. To understand how the different strands in legislation come together. We desire to tray how SEN guidance and legislation have developed, the evolution of the early years and child core partnership and how these weaves into other developments such as children’s services plans, the early year’s curriculum, present founding arrangements and baseline assessment. Roffoy (1999).

Agencies in Inclusive Education Or Professional Bodies In Partnership With Inclusive education needs

Pupils who received an intervention very early in life in special education and disabilities have received services through child health; education and social services. The system of inclusive has made the practice very easy. It is not out of place for parents to have the services of the professionals, even on how to take care of their children during the vacation. This group of professionals work as a term covering all the areas the child may want to be helped. (Dale, 1906) caring, for the agencies can be the most stressful. But the roles of each agency must be understood by those who may need them .the work of social services has much increased since the children act 1989, follow and the arrival of children service plans in 1996.

Multidisciplinary Community terms:

In inclusive education, professionals have been advised to work as one people and with the same mission. The national children’s Bureau was first founded with the aim of co-operation in child care and other interesting organs. Warnock report (Warnock, 1978). It was the influential court report that brought about setting up of multidisciplinary terms to provide diagnosis, assessment, treatment and education for children with “handicaps” as they were then termed. These terms were as follows: Paediatricians, Nursing officers, social workers, psychologists, and teachers. The Warnock committee as they were known and called considered how assessment could be effective. Warnock also suggested a continuous and staged model involving close relationship between the terms involved. The model, with close multi liaison and joint working, has further developed in the children act (department of health, and code of practice for the identification and assessment of SEN (DEF, 1994).

The teacher:

In Inclusive teaching, the role of the teacher is to identify the children who have disabilities in the class and requires special care (Specht et al. 2016). This is because not all children with learning disabilities are being identified by the parents as they lack proper information regarding what is considered normal and disability in education. However, the inability of the teachers to identify special needs children in the class within inclusive teaching leads them to fail to ensure proper education to all. This is because the children with special needs or learning disabilities are managed at par normal children by the educators which do not offer the children to receive specialised teaching techniques as required which could have helped them to learn in a better way (Mu et al. 2017).

The role of the teacher in inclusive teaching is to identify child with learning disability to be referred to an expert for the individual’s analysis of skills and knowledge (Wilson et al. 2020). This is because it would lead the teacher to understand the strength and weakness of the child with special needs and the way during educational curriculum the child is to be managed so that an inclusive education setting is properly created where each child gets proper opportunity to learn. However, the inability of the teacher to refer the child with special needs to the expert in inclusive settings makes them use education techniques that are not supportive to help the child learn properly in the environment. This is because the teachers are unable to understand the suitable educational techniques to be used for the child with special needs making the child lag behind in education compared to normal children (Rouse, 2017). As commented by Pancsofar and Petroff (2016), isolation and abusive behaviour by peers towards the children with special needs makes them unable to perform properly in the inclusive settings. This is because they are unable to show proper concentration or acceptance to learn in the environment making them express low performance. Thus, the teacher also has the role in inclusive settings to create an environment where the educators, as well as other students without disability, accept the children with special needs to be involved in educational activities (Lai et al. 2016). This is because it would promote a favourable environment where the children with special needs feel supported making them feel comfortable to accept the education provided for showing effective performance.

The teachers have the role to develop positive attitudes among all students in the inclusive classroom to avoid differentiating between normal and disabled children (Schwab et al. 2019). This is because it would encourage normal children to regard and treat disabled children with equality, in turn, showing value towards the individual. However, lack of execution of the role would lead teachers to make the children with special needs in the inclusive settings face bully and abuse that is going to make them feel lack of value and respect (Nel et al. 2016). The teachers have the role in inclusive education to place the child with special needs at appropriate places as that the individuals do not feel uncomfortable and are able to participate to interact in the classroom to learn properly (Lai et al. 2016). In addition, teachers have the role to ensure removal of any architectural barriers when required to ensure the children with special needs can move easily and safely. The teachers also have the role of including all disabled children with at par normal children in the classroom in all forms of activity (Saloviita, 2018). This is because it would make the children with disabilities be included within the classroom. The inability of the teachers to perform the role would lead the children with special needs be discriminated based on their disability making them lack of opportunity at par to normal students to show their efficacy in learning and knowledge within the inclusive settings (Nel et al. 2016). The teachers have the role in inclusive education to develop adaptation in the educational curriculum so that the children with special needs are able to learn effectively (Specht et al. 2016). The teachers also have the role to arrange required aids in studying for the people with learning disability so that it helps them to overcome their disability issues to effectively participate in the educational process.

The teachers have the role to arrange public counselling and parental guidance in the inclusive settings to promote school activities for all nature of students without barriers and conflicts from parents. They also have responsibility to develop specific diagnostic tools to determine efficiency and skills of children with special needs in inclusive settings so that special provision for them is accordingly arranged to ensure their proper learning (Aragón et al. 2017). The teachers have the role to provide remedial instructions to the special needs children in the inclusive settings and develop collaboration with social workers, psychological panels, special teachers and others to ensure effective educational establishment.

The Roles Of Paediatrician and community:

The paediatrics are referred to the health professionals who have the expertise to determine medical care for people younger than 21 years (Tuli et al. 2018). The role of paediatrics is to screen and diagnose children for examining existing skills to determine at the earliest if they have nature of learning disability. This is required as early detection would lead the parents to determine whether their children are able to access education in inclusive education or need to be included in special education (Naidoo et al. 2017). Thus, the paediatrics help to avoid unnecessary delay in learning by the children due to inclusion of inappropriate curriculum. The paediatrics have the role to manage the health condition of the children by use of different methods and techniques. This helps the children with mild learning disability overcome their issues to act normally and get educated through normal education (Tuli et al. 2018). Thus, the paediatrics acts to improve the provisions of the children with mild disability to lead normal life in inclusive settings.

The Role of the Speech And Language therapist:

An inclusive environment, it is found that communication is one of the key factors which build proper delivery of education as when impairment of communication occurs there small chances for the children to develop positive relationships with others in the classroom (Radford, 2018). The speech therapist is referred to specialists who are trained to assist people to improve their languages and speech to speak clearly (Pascoe et al. 2019). The children who are unable to communicate in an inclusive setting classroom due to their disability are unable to participate properly in classroom activities. In this case, the speech therapist role is to identify the particular language and speech skills to be implemented for the children to learn improved speech and languages through which they are able to communicate properly to show effective participation in class (Radford, 2018). The speech and language therapist within inclusive teaching environment has the role to assist the teachers to learn information regarding the way they are to communicate with special needs children in a proper way. Thus, the speech therapist is required in inclusive settings so that with their help children with special needs and educators as well as their peers are able to develop successful communication in understanding the needs and demands of the children to be fulfilled for creating a successful inclusive educational environment.

The Role of the Physiotherapist:

The Physiotherapist is referred to the individual who is qualified to treat diseases, deformity and injury through physical means such as heat treatment, massage, exercise and others. In inclusive settings, the physiotherapists show to focus on the key motor skills along with the extent of the mobility of the individual (Norris et al. 2020). This is done with the intention that children with special needs in case require additional physical support in the inclusive settings are provided accordingly from the initial phase of their starting of learning. The physiotherapists are mainly seen to have the role in inclusive settings to help in managing children with dyspraxia, muscular dystrophy, Down’s syndrome and others (Mistry et al. 2019). In this context, the physiotherapist offers advice to the educators regarding the way to interact and manage the children as well as they have the role to make proper referral of the child to the physicians to help them overcome their difficulty raised due to physical health issues (Rajan, 2017). The physiotherapist in inclusive settings has the role to mention the educators regarding the nature of activities to be planned for children with special needs so that they are able to show effective participation along with normal children (Rajan, 2017).

The Role of The Occupational therapist:

The Occupational Therapist is referred to as important part of inclusive education because they facilitate the development of a student environment which fits the participation of all individuals both socially as well as academically in the educational institution. They have the role to develop consultation with the educators as well as parents of the children to determine the needs and demands of the children based on which the teacher develop appropriate steps and changes in delivery of education towards successful academic curriculum for all. They also have the role to empower educators in the class to meet the demands of the students based on their best interest (Suc et al. 2017). The occupational therapist in inclusive classroom has the role to provide training to the teachers regarding the way modified techniques are to be used by them and assistive devices are to be used to adjust the demands of the students.

The role of educational psychologist:

The educational psychologists support the fact that all students are of unique nature and they have different abilities along with educational needs to achieve proper learning. The role in this regard of the educational psychologists is that they through analysing the diverse needs and demands of each student assist the school to create a proper classroom material in different ways so that it caters to optimal learning of each student (Nkoma and Hay, 2018). This is especially required in inclusive settings so that students who are struggling with their cognitive disabilities have the opportunity equal to the normal students to learn information properly in the classroom. The teachers with the educational psychologists are able to determine the different learning tools to be implemented for each student to lower the gap created through disability among students with special needs (Nkoma and Hay, 2018). The study regarding educational psychologists is seen to be important to develop assistive technologies for students with special needs so that their diverse needs are supported in the home and schools. Thus, the educational psychologists have the role to support the academic and personal lives of the children in inclusive settings by offering them the opportunity to learn properly with the use of devices (Wilson et al. 2020).

Effectiveness of partnership working for special needs children regarding their planning for educational provision

School-Community Partnership

The School-Community Partnership is referred to the shared responsibility as well as reciprocal process in which the school and other members from the community engage to execute meaningful activities in appropriate ways for supporting development and learning of the children (Valli et al. 2018). In the study by Malatji et al. (2018), the School-Community partnership in the inclusive education proved to provide benefit to the community as members mentioned that inclusion culture in the schools for all students irrespective of their disability influenced their thoughts and perception of considerations regarding disability. This is evident as one of the community members reported that partnership with the school regarding inclusive education lead the person to understand that children with special needs too have the efficiency to get educated like the normal children and they are not individuals to be thought who cannot learn. Another participant in the study reported that partnership with the school for inclusive education led the person to learn that there is no difference between children just because they have special needs and are not to be discriminated for the society (Ford et al. 2019). The study by Rayner (2018) mentioned that due to lack of proper information regarding the children with special needs many people in the community discriminate them and considers them to be incapable in properly leading life and learning. Thus, contrasting the studies indicates that the partnership of the school with the community members in inclusive education is effective as it has the ability to change negative perspectives regarding disability in the community. This, in turn, could promote better behaviour towards the children with special needs in the community and avoid others to pity on them.

School-University Partnership

The School-University Partnership in the inclusive education is developed with the intention to provide teaching education to the educators at school regarding the way they are to manage children with special needs along with normal children in the inclusive settings (Sewell et al. 2018). This is because without the information the teachers would lack the skills required to promote steady education and learning for the normal as well as children with special needs. It is evident from the study of Waitoller and Artiles (2016) where it is mentioned that special skills and style of learning are to be used by educators in the inclusive settings. This is because the special needs of children face issues with visualisation, understanding of concepts, hearing issues or others. Thus, in this condition teaching education towards the educators in the inclusive settings by the university in partnership with the school is effective for promoting learning of the normal children in non-comprised in the inclusive settings even with the presence of the children with special needs. As asserted by Hoppey (2016), the School-University partnership leads the teachers in the inclusive setting to experience continuous professional development to provide better quality education in progressive way in the inclusive settings. This is because the educators are informed regarding changes in their existing skills and knowledge to be made in continuous manner with the intervention of the university as well as updated tools to be implemented for better learning progress of the children with special needs in inclusive settings. As argued by Elder (2019), lack of educational training to the teachers in the inclusive settings leads them lack information about the progressive skills needed and tools to be used for ensuring effective learning in the inclusive settings. This, in turn, impacts the educators being unable to professionally ensure continued effective learning for normal children and children with special needs. Thus, it informs that partnership between school and university to provide teacher education regarding way to execute activities in inclusive settings is essential to deliver quality education as well as promote continuous professional development of the teachers.

School-Social Service Partnership

In School-Social Service Partnership, the social service partners provide healthcare services, execute advocacy for child, develop resources for disability and arrange juvenile detention services to the school. The partnership benefits the school to have information and assistance to keep the children with special needs in their school to be kept out of trouble, arrange cost-effective healthcare for all the children in need, refer students for disability services and others (Gross, 2015). However, the lack of partnership with the social services would led the schools unable to have expertise who are able to determine the issues faced by the children with special needs, identify healthcare needs of children, contact services that provides protection against vulnerability or discrimination towards the children with special needs at school and others (Gross, 2015). Thus, it informs that school and social services partnership is effective as it helps the schools to ensure quality social environment for the children with special needs and normal children where their healthcare and discrimination issues are managed as well as required services are arranged to promote their well-being.

School-Local Municipality partnership

The partnership of the School-Local Municipality within the inclusive settings helps the educational institution to involve the local government officials to determine the programs and actions to be implemented in the settings for better safety and improved educational situation for the children (Gross, 2015). This is because the officials have effective expertise and provide ethically as well as legally supported guidance to the schools regarding the way their inclusive education is to be set to ensure quality education to the children. However, the lack of partnership of the schools with local municipalities makes the school authorities unable to determine the exact policies and procedures to be followed in building their settings. This, in turn, leads the school to fail towards the development of the infrastructure and activities that are essential for supporting children with special needs and normal children in inclusive settings making the quality of learning to be diminished (Gross, 2015). Thus, the partnership with the local municipality is to be maintained by school supporting inclusive education so that they are able to plan their infrastructure and duties as well as execute actions by following guidance and assistance.

Family-School Partnership

Families are regarded as initial educators of the children and they have effective contribution to influence the learning and development activity of the children during their school years as well as afterwards. The Schools also have an essential responsibility towards helping for nurturing and teaching the children to improve their future (Graham et al. 2019). One of the principles that underpin the effective development of family-school partnership in inclusive education is that families and school wish the best nature of education for their children. Thus, involving the family members in inclusive teaching by the school would lead the educators determine the specific needs and demands of the children with special needs to be fulfilled. As argued by O’Connor et al. (2018), children with special needs are often unable to mention their needs properly due to their disability. The families can, in this case, assist to interpret the needs as well as mention them to the educators helping the teachers to develop strategies of teaching accordingly. Therefore, family-school partnership in inclusive teaching is required to help the educators feel ease to understand the learning needs and demands of the children with special needs.

The family-school partnership in inclusive education helps to improve motivation and learning of the children with special needs (Hagiwara et al. 2019). This is because educators develop collaboration with the family members to determine the way each of them can support one other to deliver continuous education in a systematic way to the children by resolving barriers often experienced at home and school. Moreover, the family members by collaborating with the school able to develop learning techniques that encourage the children with special needs to get interested in executing learning activities, in turn, motivating them to participate in education (O’Connor et al. 2018). The family-school partnership in inclusive education assists to establish quality teaching for the children. This is because the family members of the children with special needs provide feedback to the educators regarding the effect of their current teaching techniques and classroom environment on the child with special needs (O’Connor et al. 2018). As criticised by Xu (2019), lack of family partnership with school in inclusive environment leads the children with special needs out of their inability to process information and communicate properly unable to inform the hindrances faced in the surroundings. This results in delivery of hindered quality education by the school in the inclusive settings as the educators lack of knowledge of the problem faced by the students are unable make the children with special needs feel comfortable to properly learn in the environment.

The family-school partnership within inclusive education is effective as it helps the educators to avoid rise of conflicts among the parents of normal children and children with special needs. This is because the educators are able to make the parents understand by direct communication and consultation that different approaches of education are used within the class for both the nature of children. It ensure avoiding development of concept of slowing down of education progress due to inclusion of children with special needs in the class among the parents of normal children, in turn, making them avoid creating conflict with parents of special children for the fear of their children's education to be slowed down (Xu, 2019).

Conclusion

The above discussion informs that inclusive education features involved lack of discrimination, arrangement of proper resource and others. The literature explored informed that teachers in inclusive education play a major part in its promotion by being the key educators who deliver educational information to the student to learn lessons. The educational psychologists, physiotherapist, paediatrics, Physiotherapist and Occupational Therapist are the individuals who analyse the needs and demands of the children with special needs in the inclusive settings to refer them the use of devices, adopt activities, use assistance and others to experience smooth learning experience. The effectiveness of partnership between parents and teacher in planning educational provision for children with special needs is that it allowed development of effective curriculum which is related with needs and demands of students. Moreover, it avoids disagreement of educational plan between teachers and parents ensuring education to be provided in best interest of the children in smooth manner.

Continue your journey with our comprehensive guide to Inclusive Education for Autism Spectrum Disorder in Northern Saudi Arabia.

References

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Ajuwon, P.M., 2017. Disabilities and disability services in Nigeria: Past, present and future. In The Routledge History of Disability (pp. 133-150). Routledge.

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