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What makes an inclusive school?
This is based on the video presentation.
- What is your reaction to what you have heard? Is there anything you would add if asked the same question?
I think it is very pertinent and relevant to having an inclusive school/class. I agree with Daniel that the attitude of teachers and administrators has to change to facilitate this inclusivity that is being posited. If asked the same question I would add smaller classroom size so optimum learning can take place.
- Daniel highlights a number of what he calls ‘soft skills’. What do you understand by ‘soft skills’?
The soft skills are the attitude of the teachers and administrators that creates an environment of pro-inclusion. This is something that the school must want. It's "walking the talk" not just "talking the talk." The school must see inclusion as important and vital for the education of all children.
- How does a school that you know make positive attitudes to inclusive education obvious to all those connected to the school?
Through involvement of all stakeholders students, parents, teachers, administrators and community. Open discussion and dialogue are necessary so that all can buy in to the propagation of inclusion. Thus, education is needed so that all stakeholders can understand how this inclusion will benefit all students. Forum where questions can be asked; best practices in areas where inclusion is working should be shared;
- Lydia suggests that an inclusive school will have a resource centre. Apart from the obvious provision of resources to support teaching, what other purpose does she suggest that it might serve? How does a school that you know meet the needs of students in this respect.
It makes the students feel important and considered. It gives the students a sense of self-worth knowing that facilities are in place to meet their unique needs. One of the things I remembered being done for a student with special needs in our school is having a special education tutor sit with him in the class while the teacher is teaching. She explained the concepts to him in simpler terms and ensured he understood what had to be done. Another inclusion act that was done is equipping all teachers with the resources to assist students with reading difficulties. A whole-school approach was adopted and every teacher was involved. This bore some positive results.