Inclusive Education Is A Approach Capstone â€Myassignmenthelp.Com

Question: Discuss About The Inclusive Education Is A Approach Capstone? Answer: Introduction Capstone Project is an approach that serves as a culminating intellectual and academic experience for students in their final years of schooling. The project is designed to encourage the students to take part in critical thinking, problem solving and develop skills like oral communication, research skills, public speaking, planning, media literacy, self-sufficient framework and many more. It is not a particular framework that needs to be followed; instead, schools can adopt a wide range of form of capstone project according to their necessity. This project will review impact of capstone project in inclusive education for the students with special needs. Inclusive Education Inclusive education is a approach of capstone project that welcomes every student with appropriate age group. Inclusive education can be applied in every classroom. In physical education, it gives accessible avenue for children with physical disabilities to participate in the outdoor activities with their classmates. It is undoubtedly an invaluable educational tool for the students in wheel chair. It helps in breaking down the dichotomy between the disabled and non disabled students of the school (Loy, 2014). They are provided equal opportunities to perform the tasks. Though, Towle (2015) and various others question the effectiveness of inclusive education in real scenario. Ainscow and Sandill (2010), from their wide range of studies of international literature found that inclusive education will only have its effect on the sustainable education system with a proper leadership. Without a sustainable leadership and proper knowledge of inclusive education, any attempt may fail. Berlach and Chamers (2011) provided a philosophical framework of inclusive education. Their consideration of availability of opportunity and acceptance of disability and/ or disadvantages is useful for implementing the inclusive education in an educational institution. Inclusive education has many advantages if they are implemented with proper measure. International awareness is taking shape for the need of inclusive education in the schools. A framework guide of inclusive education is provided by the NCSE to the Irish schools that has helped them to properly implement the process and the progress gained by them is acknowledgeable accounting to NCSE. Special needs behaviour in general classroom Need of special behavioural management is necessary in the general classroom setting where the specially abled students are put in together with the non-disabled students. Various study shows similar results in the case where the stronger students are bullying the disabled students. In the case study, Swearer et al. (2012) collected a sample of total 816 students between the age group 9 6 years out of which, 686 had no disability. Whereas, 130 students had various disabilities and were bullied by the general students. Their engagement in prosocial behaviour and activity was reported less than the general ones. There was no gender difference in the bullying or getting-bullied in the case scenario. Similar result were reported in the work of Rose et al. in the year 2011. This is the scenario that is present from many decades ago that needs to be eradicated from the educational system with proper classroom management by the teachers. Peer interaction Peer interaction can be used in the classroom to enhance the value of student-to-student interaction and in the inclusive learning and prove to be advantageous in the learning outcomes. Various ways can be adopted such as, fostering learning production, feedback, and the noticing of form. The learners are engaged in role-play and discussion. It is noticed that the willingness to attend the difficulties during the task-based interaction is affected by task and social considerations as well. There is a positive sign of willingness among the student while interacting with each other in this particular method (Philp, Walter Basturkmen, 2010). Banda, Hart and Liu-Gitz (2010) on the other hand, in their study noted an increased initiation and responses in all participants. They used peer interaction method between two elementary students with autism spectrum disorder in inclusion settings. Interactive grouping is an essential part of peer interaction as proposed by Valls and Kyriakides (2 013). Their three case studies in the schools of Spain indicate the efficiency of interactive grouping in inclusive education. The inclusion of heterogeneity and adults from the community in the classroom address the inequality in the education business results into the enhancement in the learning process. Mikami et al. (2013) on the other hand proposes the intervention method for improving the behaviour of the children with attention-deficit and hyperactive disorder. They identified two essential methods in the intervention process that are MOSAIC and COMET. The children with ADHD tend to show socio-metric preference and reciprocate friendship while studied under MOSAIC and the number of male respondents was greater than female. Hence, it supports the adjunctive procedures to increase the inclusiveness of the peer interactive grouping among the ADHD. Performance From the study result of the case study conducted by Sachs and Schreuer (2011) in Israel reflects the need of inclusive education in the high school settings as serious lack had been spotted in the social interaction. They studied 170 disabled individual with 156 non-disabled individuals in high schools where both the group shows equal performance in studies. However, when considering the social activeness of the groups, the disabled students shows considerable lack in performance as they waste a lots of time in doing the educational work and minimize interaction with other. Hence, interactive education can be used to enhance the social performance of the students. A study in Botswana conducted by Chhabra, Srivastava, and Srivastava (2010) provides the view of the teachers regarding the performance. According to the result, most of the teachers find inclusive education a poor idea. The ideas behind the response shows that most of the teacher thinks that if the disabled are put togeth er in the regular classes will be a problem for them as they lack serious knowledge of handling the disables. It will lead to anger and frustration for both parts and the performance and productivity will fall by a significant level. Similar study conducted by De Boer, Pijl and Minnaert (2011) shows similar results where teachers show neutral or negative attitude toward the inclusive education as they lack proper knowledge skills and knowledge in the particular field of handling both in single settings. The work of Obiakor et al. (2012) can be highlighted in contrast to this view where the view point of the disabled is taken into consideration as they are the primary stakeholders of the debate. The separation from the regular classes not only breaks their motivation to perform also decreases their capabilities. They lack willingness to live a normal life, but also agrees the separation. There is clear need of inclusive education with proper structure to reduce the inconvenience and increase the positive potentials of the method. Literature gap Though inclusive education is included in the general education system and the disabled students are now included in the general classroom settings for giving them the equal opportunity and to encourage them to do more, there are some problems that still needs to be solved to make maximum use of the approach. The issue of being bullied that can be spotted in the literature over time is one of the issue that requires a proper solution. Various proposal are made in the literatures to handle the issue in inclusive education that has been unsuccessful in solving the problem. This portion of research needs attention in the academics. Conclusion The study can be concluded with the statement that the inclusive education approach is no doubt a useful one in enabling the disabled students to enjoy the opportunity same as the general students. Some shortcomings of the approach still requires solution. Some of them are the socialization process of the disabled and the general students bullying the disabled ones that are mentioned in the study. References Ainscow, M., Sandill, A. (2010). Developing inclusive education systems: the role of organisational cultures and leadership.International management of Inclusive Education,14(4), 401-416. Banda, D. R., Hart, S. L., Liu-Gitz, L. (2010). Impact of training peers and children with autism on social skills during center time activities in inclusive classrooms.Research in Autism Spectrum Disorders,4(4), 619-625. Berlach, R. G., Chambers, D. J. (2011). Inclusivity imperatives and the Australian national curriculum. The Educational Forum, 75, 52-65. Chhabra, S., Srivastava, R., Srivastava, I. (2010). Inclusive education in Botswana: The perceptions of school teachers.Journal of Disability Policy Studies,20(4), 219-228. De Boer, A., Pijl, S. J., Minnaert, A. (2011). financial primary schoolteachers attitudes towards inclusive education: A review of the literature.International journal of inclusive education,15(3), 331-353. Loy, L., (2014). The Classroom Experience in a Wheelchair: Challenges to Learning for Students with Disabilities.EDUC 450: Capstone Project, p.142. Obiakor, F. E., Harris, M., Mutua, K., Rotatori, A., Algozzine, B. (2012). Making inclusion work in marketing education classrooms.Education and Treatment of Children,35(3), 477-490. Philp, J., Walter, S., Basturkmen, H. (2010). Peer interaction in the foreign language classroom: what factors foster a focus on form?.Language Awareness,19(4), 261-279.