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Summary of "Prejudice in Schools: Promotion of an Inclusive Culture and Climate"

Discuss about the Challenges and Opportunities to Implement.

In the educational institutions, a welcoming environment which boosts the learning process is crucial in today’s society (Shaw, 2018). In this literature review, the execution of programs to diminish prejudice in schools and the difficulties faced in the accomplishments would be discussed.  

According to the opinion of Dessel (2010) prejudice is the cause of the victimization and provocation in the schools .Its elimination is necessary for success in studies. The awareness of the methods to reduce prejudice can be helpful in decreasing the repressive societal arrangements.

Since schools are the places, where the students spend most of the time of their day with their classmates, and learn the basics of their education. So they play a great role in affecting their thought processes and the way they are going to lead their lives to a great extent (Suleymanov, 2015).

This journal article is chosen because it appropriately defines the concept of inclusive culture and is connected to the basics of removing bias from the school culture and system. It is published in the Journal ‘Education and Urban Society’ and the author has written similar articles in the other journals.

It suggests that  apart from educating the students , the teachers also have the accountability to maintain a safe atmosphere in which healthy learning takes place .It also reveals the fact that unfortunately most of the new teachers are not ready to work with the students belonging to diversified groups, dialectal and cultural back grounds of the society (Dessel, 2010). Due to this reason, many schools fail to provide a safe accommodating atmosphere in which learning can take place.

This journal article is reviewed because it emphasis on the role of the schools as the main socializing places which provide a chance to interact with the people from different backgrounds. Hence the students learn about differences, resolving their conflicts and how to live peacefully (Ministry of Education, New Zealand, 2014).
It suggests that solution to the problem of annoyance, oppression and bias is initiating programs to diminish bullying and ferocity and to develop harmony among the students with various cultural back grounds (Dessel, 2010). 

This article is chosen due to its emphasis on the transformation in the attitude of the society and the teachers to treat the students with special education needs in equality with the abled students. According to Marimuthu & Cheong (2015) an education campaign for the tutors with respect to inclusive education can extend their ability to deal with diversity. The Teacher Training Program (TTP) aims at enhancing the tutor’s efficiency in the fields of awareness, assistances and practices, so that they can educate the diversified students in the inclusive classes.

Moreover, the training programs consist of the training module comprising of the quasi experimental study utilizing the non-equivalent experimental design. A questionnaire is prepared and evaluated by a five point Likert scale. The independent element is teaching and the dependent elements are competence and readiness.

Assessment of "Prejudice in Schools: Promotion of an Inclusive Culture and Climate"

The article was discussed at the Global Conference on Business & Social Science in 2014 at Kuala Lumpur and was published in the Procedia - Social and Behavioral Sciences in 2015. It mainly emphasis on the need of accommodating the disabled students with their normal peers. This research aims at transforming the society and developing the teacher’s capability to transform the current thinking techniques of the students. The suggested attitude is not to evolve special programs for certain groups but to amplify the thought processes, mechanism and enactments to cover all the students as a whole. The inclusive teaching has become a special education framework and its amplified perception can be seen from the view of human rights (Soriano, Watkins &   Ebersold, 2017). 

This article focuses on the atmosphere in which all the individuals are treated equal and accepted in the society. Participation and Inclusion are compulsory elements for human integrity and to enhance human rights in the society. It is the appropriate article for research on “Inclusive Education’ as it insists on the equality of the disabled and abled children and introduction of the teaching programs which educate the teachers to include the children with special education needs in the mainstream of the society (Bouillet, 2013).

The journal named as Social and Behavioral Sciences highlights the different aspects of education including necessity of value education for empowering youth, inclusive education etc. The topic relevant to our study is Inclusive Education. It has been discussed in the journal article ‘Inclusive Education for Social Transformation’ (Marimuthu & Cheong, 2015).

The concept of Inclusive Education has gained popularity in all the international education systems. There is an expressed agreement universally that all the children have the right to education irrespective of their cast, creed, background and gender.

Due to some reasons, the inclusive education has always been on the secondary priority both in developed and developing countries. The intellect and multiplicity are the features of humans. The notion that a paralyzed person is unserviceable has been assimilated in the society. The separation begins within the family who does not welcome the child with deficiency (United Nations, 2018). 

It illustrates that the concept of inclusive education originated due to the evolution of the Universal Deceleration of Human Rights in 1948 which focused on the right to education for every child. Also, the Standard Rules on the Equalization of Opportunities for Persons with Disabilities in 1993 drew the attention of the world towards right of education of children with special needs. Hehir et al. (2016) suggests that the inclusive education should be child focused and should address the diversity of his background.

This Journal aims at integrating children with Special Education Needs into the mainstream schools. It has been selected for review as it highlights that ‘Inclusive Education’ is an international campaign in the arena of education. This concept introduces a change in the thinking within the education mechanism and the society. The tutors should understand that it is about transformation in the outlook and the methodology of teaching. Not much data is accessible for teaching representations for inclusive education.

Reflection on "Prejudice in Schools: Promotion of an Inclusive Culture and Climate"

All the disabled students do not always require the similar education. So, there is no need of segregating the disable students into different schools. So, this article includes the accountabilities of the tutors as well as transformation in the teaching techniques, so that the disabled students are accepted in the mainstream of the society (Australian Research Alliance for Children and Youth, 2013).

Education and Urban Society (EUS) is the Journal for sharing new philosophies on educational procedures, researches and policies. It emphasizes on the interrelationship between teachers and students. It provides an interface for enabling communications among teachers, administrators, school boards and sociologist.

The topics covered in this journal are the ‘Reform in the Urban School Districts: the role of PSAT results in promoting advanced placement course taking’ and Measuring academic growth in students with disabilities in charter schools etc. The topic relevant to our research is Prejudice in Schools: Promotion of an Inclusive Culture and Climate (Dessel, 2010). The main idea behind inclusion is to remove the limits and evolve the education system which is designed as per the needs of the students.

This journal has been selected for research as it argues that the current education concepts regarding inclusive education are based upon certain features such as age, and the ability of the students to attend the classes. The availability of prospects, acceptance of impairment and the nonexistence of annoyance, oppression and bias set the background for inclusive education in classes. According to Wapling (2016) the schools should make sure that there should be a common education system for all the students irrespective of their physiological, psychological, social, emotional and linguistic circumstances. Also as per No Child Left behind Act, the schools are required to show the continuous development in the performance of the students especially the disabled students. So, they face challenges in meeting the performance standards which should be resolved.  

This journal highlights that inclusive education involves the cooperation of the society as a whole. It suggests that the educational institutions and the tutors should evolve creative solutions to the challenges faced by inclusive education.

Developing the atmosphere which enables the learning of the students and addresses to all their needs can help them in achieving societal, psychological and physiological progress. Hence, the educational institutions should endeavor to evolve creative solutions to the problem of inclusive education (Mitiku, Alemu & Mengsitu, 2014). A mechanism to evaluate the results of the implemented programs for the development of the skills of the teachers for inclusive education should be initiated and should be monitored continually.

References

Australian Research Alliance for Children and Youth (2013). Inclusive Education for Students with Disability. [ONLINE]   Available from  https://www.aracy.org.au/publications-resources/command/download_file/id/246/filename/Inclusive_education_for_students_with_disability_-_A_review_of_the_best_evidence_in_relation_to_theory_and_practice.pdf  [Accessed 10th January, 2018].

Bouillet, D. (2013). Some Aspects of Collaboration in Inclusive Education – Teachers’ Experiences. CEPS Journal. 3(2).

Dessel,A.(2010). Prejudice in Schools: Promotion of an Inclusive Culture and Climate. Education and Urban Society. 42(4), pp.407–429.

Hehir, T., Grindal, T., Freeman, B., Lamoreau, R., Borquaye, Y. &  Burke, S.(2016). A Summary of the Evidence on Inclusive Education. [ONLINE] Available from https://alana.org.br/wp-content/uploads/2016/12/A_Summary_of_the_evidence_on_inclusive_education.pdf [Accessed  11th January, 2018].

Marimuthu, S. & Cheong, L. S.(2015). Inclusive Education for Social Transformation. Procedia - Social and Behavioral Sciences. 172(2015).

Ministry of Education, New Zealand (2014). What an inclusive school looks like. [ONLINE] Available from https://www.education.govt.nz/assets/Documents/School/Inclusive-education/WhatanInclusiveSchoolLooksLikeSep2014.pdf  [Accessed 11th January, 2018].

Mitiku, W., Alemu, Y., & Mengsitu, S. (2014). Challenges and Opportunities to Implement Inclusive Education. Asian Journal of Humanity, Art and Literature. 1(2).

Shaw, D. (2018). Inclusive Education: An Introduction. [ONLINE]   Available from https://www.leonardcheshire.org/sites/default/files/LCD_InclusiveEd_012713interactive.pdf [Accessed 11th January, 2018].

Soriano, V., Watkins, A. & Ebersold, S. (2017). Inclusive education for learners with disabilities. [ONLINE] Available from https://www.europarl.europa.eu/RegData/etudes/STUD/2017/596807/IPOL_STU(2017)596807_EN.pdf  [Accessed 11th January, 2018].

Suleymanov, F. (2015). Issues of Inclusive Education: Some Aspects to be Considered. Electronic Journal for Inclusive Education. 3(4). [ONLINE]   Available from https://corescholar.libraries.wright.edu/cgi/viewcontent.cgi?article=1175&context=ejie  [Accessed 10th January, 2018].

United Nations (2018). Toolkit on disability for AFRICA: Inclusive Education. [ONLINE]   Available from https://www.un.org/esa/socdev/documents/disability/Toolkit/Inclusive-Education.pdf  [Accessed 10th January, 2018].

Wapling, L. (2016).Inclusive Education and Children with Disabilities: Quality Education for All in Low and Middle income Countries. CBM.

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