Teachers Attitudes on Inclusion in Diverse Learners


 


Diverse learners refer to students in schools who have unique educational needs which


include those with disabilities, those of different races, those from migrant families and


those who are English language learners (ELLs). Students who face gender-based


challenges in reaching their full potential can also be considered among these group.


Various measures to support diverse learners are being developed because a one-size-


fits-all approach cannot succeed for all students[1].


 


Inclusion in education refers to an approach of educating diverse learners. Students


with special needs are made to spend maximal or all of their time with regular students


under this model. It is most commonly used for selected diverse learners with mild to


severe special needs. Inclusion upholds the child’s right to participate, mandates the


school to accept the child and rejects the separation of diverse learners from regular


students that is practiced in special schools. The respect for the social, civil and


educational rights of diverse learners is also stressed.[2]


 


An inclusive classroom generally mixes diverse learners with regular students of the


same age to encourage a sense of belonging and friendship. To help build a sense of


community in the classroom, teachers use games and songs that will achieve this,


involve students in problem solving and deal with individual differences in open


discussion.[3]


 


Those who favor inclusion say that non-inclusion compromises the social importance


of diverse learners. The latter value their social visibility more than academic


 excellence, although their academic proficiency is actually improved alongside their


 social skills in an inclusion setting. Diverse learners exposed to inclusion also exhibit a


 heightened sensitivity to the challenges facing other students and empathize with them


 readily. On the other hand, those not in favor of inclusion say that most diverse learners


need individualized instruction and highly controlled settings which regular classrooms


cannot provide. Parents of diverse learners also fear the possible ridicule their children


may face from other students.[4]


 


Singapore’s education system is important in ensuring the model city state’s


continued expansion in a competitive global environment. There are eight special


schools which offer early intervention at preschool level, but due to teachers’ limited


experience and the lack of a formal inclusion policy, only diverse learners with a


single disability or who are fit to enter regular schools are admitted. Based on a


study, Singapore pre-service teachers show a high degree of discomfort towards


people with disabilities and a higher level of anxiety in implementing inclusive


practices when compared with their counterparts in Canada, Australia and Hong Kong.[5]


 


This may reportedly be due to the relatively limited exposure of Singapore to inclusion


practices in regular schools. The differences between Western and Eastern countries


teachers’ attitudes on inclusion may possibly be due to cultural attitudes toward


people with disabilities or diverse learners. It is important that pre-service teacher


training take into account the attitudes and concerns of teacher trainees to ensure


that their courses prepare the teachers for inclusive education.[6]


 


Based on a study, Singapore’s local school system accepts all students including


those with special education needs (SEN) and that the state continues to support SEN


with more available funding. However, the challenges that have to be addressed include


effective planning, teacher training, the commitment of teachers and the social stigma


attached to people with SEN. Students with SEN need to be guided in such areas as


social skills and behavior management. Differentiation within subject teaching by way of


individual long-term and short-term goals for each student will have to be implemented


to boost their sense of achievement and self-esteem.[7]



 


[1] “Diverse Learners”, The Education Alliance Brown University, 2011,


<http://www.lab.brown.edu/ae_dlearner.php>  [accessed 3 May 2011]


[2] “Inclusion (Education)”, Wikipedia, 7 April 2011,


<http://en.wikipedia.org/wiki/Inclusion_%28education%29>  [accessed 3 May 2011]


[3] ibid


[4] ibid


[5] Umesh Sharma et al, “Pre-Service Teachers’ Attitudes, Concerns and Sentiments About


Inclusive Education: An International Comparison of the Novice Pre-Service Teachers”,


International Journal of Special Education, vol.21  no.2 2006 pp.84-90, pdf


<www.internationalsped.com/documents/10Sharma%20et%20al.doc>


[accessed 3 May 2011]


[6] ibid


[7] Elizabeth Mary Barratt, “Inclusion and Exclusion of Children with Special Educational Needs with regard  to Mainstream Schools in Singapore”, January 2005, <http://esbclizbarratt.com/dissertation.pdf>


[accessed 3 May 2011]



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