Inclusive learning

Position paper on promoting inclusion in face-to-face learning through use of ICTs

Roger Andrews, Memorial University of Newfoundland

Problem

Students who experience disabilities such as the loss of basic communication skills for students with hearing impairment, may find their psychological needs compromised when they are integrated into the regular classroom (Dalton, 2012). Alquraini & Gut (2012) found that withstanding all of the positive outcomes for students with disabilities, those with severe disabilities included in the regular classroom setting as well as stakeholders involved, are still fighting for improvements in inclusive educational programs. The inexperience of teachers have also influenced the effectiveness of including students with disabilities into the regular classroom (Andrews, 2002). Haywood (2006) discovered that, despite the numerous laws that have been developed to ensure inclusion, many schools throughout North America have not yet created nor developed fully an inclusive environment for all individuals with special needs. In his article, Ruijs (2010) found that inclusion can have both a positive and negative effect on students. Students with disabilities could take up much more of the teacher’s attention causing the typical student to be at a disadvantage. Problems are also associated with the provision of resources, the school and district culture, and the readiness and training that has been provided to teachers. (Loreman, 2010). Bossu, Bull & Brown (2012) concur that many governments in developed nations were either reluctant, unwilling or unable to find the recourses necessary to help support the idea of inclusion within the regular classroom. Social diversity, racial differences, economic status and the school environment all have the tendency to mirror societies differences, and as a result, influence the acceptance of inclusion within the classroom (Dei, 2012).

Works cited

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