Essay Sample on the Physical Design of Inclusive Classrooms

Introduction

The inclusive classrooms are crucial for they enable all students irrespective of their physical capabilities and inabilities to access the classes and conduct their learning process in an environment that is conducive and accommodative. It should provide a safe learning environment and increase the confidence and expectations among the parents with disabled children that they will manage to perform well academically.

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According to an article titled Teachers' attitudes towards integration / inclusion: a review of the literature, the author states that various countries in the world have been implementing polices that will help in the integration of children with special needs into the teaching programs. These states have been working on measures that will ensure that these learners are included into the mainstream environment. It has been noted that the main factor that leads into successful implementation of the inclusivity is the teachers who are responsible for undertaking the measures (Avramidis & Norwich, 2002). They have to ensure that classes are designed in such a manner that the all the learners can access the facilities and undertake their learning process effectively. The attitude held by the teachers regarding the implementation of inclusivity measures are crucial to the structure of the classes.

Based on the information given in an article titled Inverting the classroom: A gateway to creating an inclusive learning environment, the students can learn less if the teaching style of the educator and the learning style of the students do not match. This indicates that the ways of learning that are adopted by a given group should march the one being used by the teachers (Lage, Platt & Treglia, 2000). Therefore, the teachers should create an all-inclusive classroom that ensures that all the learners are in the same line of learning so that they can all manage to become successful and achieve the desired goals.

Based on a report titled The principal's role in creating inclusive schools for diverse students: A review of normative, empirical, and critical literature on the practice of educational administration, a study was done in four schools in their role towards ensuring that they were helping the disabled student's to be integrated into the school system to ensure inclusivity. According to this study, all the schools involved in the study process engaged in the process of ensuing that there was children inclusivity. The teachers played their role in facilitating the inclusivity process (Riehl, 2000). Those that were placed in self-contained unit, they were critical in ensuring that they played the role of a self-contained teacher. These educators were crucial to making sure that all the disabled students were in classrooms that befitted their condition. Classroom management was crucial for the teachers to achieve their goals of ensuring that the disabled learners accessed the education skills and performed well in their exams.

According to an article titled Design, Development and Implementation of Inclusive Education, the inclusivity programs includes designing classes that support the learning of the disabled students and it is critical to their learning process. According to the author, the inclusion of high ability students and those with special needs can be implemented to enable the students to undertake their learning based on their capabilities. There has been ongoing changes where models are being introduced with the desire of making improvements to the learning process (Ton & Ed, 2006). The classrooms that these students are using are being fitted with the communication technology systems and internet based information to facilitate the integration of the disabled learners.

Developing inclusive education systems: what are the levers for change? Is an article that states that the biggest challenge facing institutions of learning is facilitating the inclusion of all learners in classrooms that they can manage to achieve their desired objectives. Based on the details in this article, inclusive education aims at making elimination of social exclusion and make sure that there is physical access to the learning materials (Ainscow, 2005). Ensuring that the classrooms are designed in a manner that supports the learning of the disabled is crucial in realizing the overall goal of making sure that everybody gains access to the learning process.

Conclusion

An article titled Measuring teacher efficacy to implement inclusive practices, the inclusion of the learners that are disabled in a classroom that they can manage to learn is currently a global trend that has taken over the world. The developed countries have adopted policies that make emphasis on the need to have inclusive models that work towards teaching students that have various needs (Sharma, Loreman & Forlin, 2012). There is a need to have classrooms that are supportive of their physical needs and a significant number of the schools have even changed their educational practices.

References

Ainscow, M. (2005). Developing inclusive education systems: what are the levers for change?. Journal of educational change, 6(2), 109-124.

Avramidis, E., & Norwich, B. (2002). Teachers' attitudes towards integration/inclusion: A review of the literature. European journal of special needs education, 17(2), 129-147.

Lage, M. J., Platt, G. J., & Treglia, M. (2000). Inverting the classroom: A gateway to creating an inclusive learning environment. The Journal of Economic Education, 31(1), 30-43.

Riehl, C. J. (2000). The principal's role in creating inclusive schools for diverse students: A review of normative, empirical, and critical literature on the practice of educational administration. Review of educational research, 70(1), 55-81.

Sharma, U., Loreman, T., & Forlin, C. (2012). Measuring teacher efficacy to implement inclusive practices. Journal of Research in Special Educational Needs, 12(1), 12-21.

Ton, M. & Ed, S. (2006). Design, Development and Implementation of Inclusive Education. European Educational Research joumal, Volume 5, Number 2, 2006 DOI: 10.2304/eerj.2006.5.2.94