Inclusive learning

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

Roger Andrews, Memorial University of Newfoundland

This position paper argues in favour of using ICT to ensure the inclusion of all students into the regular classroom. Freire, Linhalis, Bianchini, Fortes, Pimental (2010) identified that the use of computer-based systems has been a long-term field of research and it has been recognized that the use of such systems has a big potential to improve educational environments. Freire et al (2010) also observed that as computer-based educational resources increase daily, there is a concern regarding how to provide inclusion for all students availing of these systems.

Problem

Difficulties including all learners in the learning process in face-to-face classrooms.

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 and Gut (2012) found students with severe disabilities are still fighting for improvements in inclusive educational programs. The inexperience of teachers has 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.

Ruijs, Van der Veen, and Peetsma (2010) found that inclusion can have both a positive and negative effect on students. They also observed that students with disabilities could take up much more of the teacher’s attention causing the typical student to be at a disadvantage.

Bossu, Bull and Brown (2012) observed 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 society’s differences, and as a result, influence the acceptance of inclusion within the classroom (Dei, 2012).

Works cited

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Alquraini, T., & Gut, D., (2012). Critical components of successful inclusion of students with severe disabilities: Literature review. International Journal of Special Education, 27(1), 42-59.

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Dalton, C., (2013). Lessons for inclusion: Classroom experiences of students with mild and moderate hearing loss. Canadian Journal of Education, 36(1), 125-152.

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