Afzal Sayed Munna:
The word inclusion used widely at the FE sector to demonstrate providing adequate and appropriate teaching and leaning support to the schools. However, the practice and the application of the wide spread inclusion policies are absent in some ground of the educational setting as it was always difficult for the teachers to understand the value and also they were not appropriately prepared. In theory the inclusion requires all the teachers to adopt and approach and take the wide responsibility for creating and educational environment where the learner belongs and learn. The task for the teachers are not so straight forward though not also tuff to apply as well. It also requires to remember by the teachers that the application of the inclusion does not necessarily means that the teachers needs to put special attention to the special children’s only.
In order to reduce the possible gap between the achievement and learning the teachers needs to consider the issues like participation, the wide roles and responsibilities and also design the skills and knowledge application to the environment of teaching and learning. The concept of ‘’Learning for All’’ is very much important and inter-related with human factors, which is sometimes missing from the application in various school settings. While considering the human factors one must remember to include the linked factors like economic and social developmental goals to capture the wide scenario. Thus it is always remain a daunting task by the teachers to adjust the requirements and achieve the goals. This is was addressed by the European Agency on the Development of Special Needs Education (2006), that dealing with differences and diversity continues to be one of the biggest problems faced by schools across Europe.
The research suggests that, the difficulties to create a working environment are often found unachievable due to the association of the low expectation and aspiration with the learning environment creation. The under-achievement and the low turn around in attendance in the schools are not only related with the inclusive practice by the teachers but also related and resulted from the intergenerational poverty. In many context education and inclusion was considered as
It is suggested that difficulties in creating learning environment for all are often associated with low expectations and aspirations, intergenerational poverty which are social and human factors, however, in some country context irrelevant curriculum, didactic teaching methods, inappropriate system of assessment and examinations and inadequate preparation by the teachers to support teaching and learning results inappropriate achievements. These are all associated with the hostile educational policies by the country, which can only be developed and improved through active participation by the teachers and educational policy makers. This only can ensure reducing the gap between the achievements through appropriate inclusion.
Afzal Sayed Munna
Doctoral Researcher, Department of Education, University of Bath