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Role of Family in Inclusive Education

Concept of Inclusive Policies

It is the fundamental right of every child to receive equal education irrespective of their background, cognitive levels, and physical abilities. The philosophy of inclusion is based on the concepts that every child can learn up to their highest potential opportunities, effective education, and equality for appropriate resources (Purdue 2014). The role of the educator is to introduce inclusive practices, by focusing on identifying the differences between students and uses all these practices so that every student shall obtain equal education and participate in their learning (Pandit 2017). Educators can create opportunities in the everyday classroom sessions and making every child participate in the standard-based curriculum including non-academic and extracurricular activities. The Universal Declaration of Human Rights declared that the concept of universalized equal education lies in education for the disabled specially belonging to marginalized areas (Pandit 2017). Individuals with Disabilities Education Improvement Act (IDEA) supported the introduction of inclusive practices to impart equal learning and the children with disabilities in a special care setting or regular education environments should be educated with non-disabled depending on the severity of child disability (Etscheidt 2014). This can be achieved by the effective use of supplementary aids and services by the educator in everyday classroom sessions. Inclusion policies can support equal learning by co-coordinating with families. students, and educators for the identifying individual needs followed by designing educational programs to meet the desired needs. The aim of the reflection is to define the importance of inclusive practices for providing equal learning and education opportunities to children with disabilities.

Interaction with The Family Members

Educational systems play an important role in forwarding various inclusion approaches in the everyday education systems. Families can introduce inclusion in children's learning and development at home and the families must reinforce learning and inclusive experiences. I, being the educator advocate for all the essential opportunities especially concerning disabled persons that will create a bright future for children. As every child is different in their abilities and is unlike every other child, their needs vary from each other as well. The role of family members and educators is essential to achieve the goal of quality education for disabled students. The inclusion policies can be made effective by the educator when the family gets involved in their children's education to learn more.

The question I propose to start effective conversations with parents is to gain an understanding of their care towards their children. So how often do you provide equal care and respect to your children at home as care forms. Care and respect for disabled children encourage their self-esteem and confidence and help me to enhance the effectiveness of my classroom training sessions. Parents should use the protection and care criteria for raising their child as disability can make them weaker both mentally and psychologically (Etscheidt 2014). Psychological support is essential and makes them understand their needs and preferences.

The role of educators in providing quality education to children with disabilities is necessary to shape their future in a better way. However, the participation of family members which can include either the mother, the father, or both. It is equally essential to make the training effective for their children. I would like to ask you do you often promote self-discipline among your children as this factor is an essential part of their childhood and will help to shape their personality as well (Monika 2018). Family participation in inclusive education leads to building a positive attitude, encourages special needs, and leads to student’s and school’s success as well. The children with the quality of self-discipline can mold themselves easily with the changing environments. Such children can cope with the uncomfortable behavior when imparted with inclusive training on anger management to control their impulsive cognitive behavior. Self-management promotes time management skills among special children as well as helping them to manage home-work and extracurricular activities as well. Self-discipline encourages a positive outlook and the children take more responsibility for their behavior (Monika 2018). The family members of adults at home can correct their behavior by correcting their behavior. Therefore the family should effectively participate to encourage the self-discipline for a beneficial outcome.

Academic achievement can be easily measured in terms of quality education provided by educators. Concerning special kids with disabilities, it becomes more important to create a more happy and congenial environment at home for fruitful academics outcomes. The family member and educators both are key components for creating quality learning outcomes by knowing their needs, providing freedom, no discrimination between kids, and nurturing a positive outlook. I, being the educator of your child wanted to ask you if you try to create a congenial environment at home for your children as this directly impacts his/her academic outlook. You should create a space for no-discrimination at home as the special children are unique in their way and they learn more from their everyday environment and the attitude of others for them including their family members. You being the parents should love your children unconditionally and try to understand their behavior. You can utilize active listening in your communication and should listen to understand and not with the purpose of just reply. A healthy environment neutralizes the fear of being judged at school and they can ask their doubts with confidence and self-esteem. Both the parents and the educator should respect their presence both at home and school respectively for tier positive academic outlook.

Interaction with Children with Different Disabilities

The need for good teachers increases in providing effective and equal education to every student. Every educator needs to participate and create opportunities for the equal learning process. Every child has its cognitive capabilities to understand and learn things based on their mental and physical abilities. The right educator will identify the barriers in the learning process and introduce various training based on their skill development as the special children will require extra care and assistance for reaching their educational potential. The children with deafness require more communication skills from the educator and therefore it is important to ask a question regarding their understanding of the classroom sessions for academic achievement (Sharma 2015). The educator must communicate repeatedly and reframe sentences if the child is not able to understand and facilitate comprehension. If it is not followed by the educator the deaf children might feel insulting if they are not being understood properly and will also create a space for stress. It means the stressful situations will make the speech reading more difficult. In case the student is not comfortable in direct conversation, the educator should arrange an interpreter for them. Assisting disabled children is essential but the approach should be made by considering their dignity before assisting them. For example, ask before giving them a hand for help in case they will refuse it is a gesture to ask before offering any help (Sharma 2015). Maintain your voice while providing instructions and allowing them enough time to think before responding. The louder the voice the more difficult it will be to understand the speech by the deaf person and they might find it disrespectful.

Students with speech abilities may lose hearing senses which may vary in different children, some children can be dumb while others can speak to some extent. Speech impairment can interfere with everyday academic learning and social interactions. The educator needs to use the appropriate sign and visual expressions to effectively communicate with the deaf students (Sharma 2015) . The educator should ask the question do they find the speech reading interactive and this question is important to understand the learning outcome from inclusive practices in the classrooms. The written assignments and grading should not be designed in the English language as English is not the native language for all deaf children. The writing style of the educator is also essential as the deaf students mostly depend on the writing material for their educational and learning practices. The educators should not force children with speech disabilities to talk randomly in the class as they can find it insulting and it can create stress and anxiety in them (Sharma 2015). Maintaining eye contact and correct body language with such children is important to smooth the learning process for beneficial learning outcomes. They should be treated equally and should feel they are considered differently in the institution systems owing to their physical inability.

The educator needs to provide training based on listening skills to students with visual disabilities. Students with visual impairment can be blind and others can see to an extent. It means the educator can provide training based on the severity of their disability for creating opportunities for effective academic learning. The visually impaired person often faces problems with the traditional classroom sessions which are greatly visually dependent. So inequality based on education patterns in the classroom session is the biggest issue concerned with visually impaired and can impact their behavior as well (Sharma 2015). The educator should focus on creating a classroom where the students feel equality for academic learning outcomes. The educator can utilize inclusive practices for imparting education in classroom sessions and include calling the names of the students by their names so they will be more attentive in the class. Also, they will realize who is participating in the discussions. While writing on the board each letter should read aloud the written section. Also, while lecturing in the classroom the speed of the lecture should be normal so that visually disabled children can find enough time to identify the information from the textbooks (Sharma 2 015). Even for partially blind children, the educator must understand their learning preferences ad they always try to blend with the normal children, creating a learning problem for them. It means the true educator should introduce all the inclusive practices for the wellbeing of the disabled children

Interaction with Colleagues, Supervisors and School Administrators

The early child educator forms the basis for intellectual behavior for disabled children. The educator with effective leadership skills can promote various training based on inclusive practices for beneficial outcomes by focusing on equal education. The questions i raise is for effective communication with the colleagues and other seniors and I would like to ask how you, being the senior administrator promote and encourage cultural equality among disabled children as it forms the basis of discrimination for such children specially belonging to marginalized sections. You should try to understand the culture and background of individual children before initiating the inclusive policies (Dooley 2014). The knowledge of cultural background is important as the children will behave in the same manner they belong and this will also help the educators to develop a desirable education platform where they can feel cultural safety. For example, you can instruct the educator to focus on cultural week celebration by incorporating various multicultural tolls to encourage children (Dooley 2014). The educator should eliminate the teasing and name-calling against disabled children as it will consequently lead to losing their confidence and self-esteem. The educators can introduce modern art tools for marinating cultural equality in the learning institutions which will provide a stimulus for their hidden talent and eventually gave voice to their dreams as well. The educator must provide the essential tools for promoting equality for disabled children for their positive academic outcomes.

A true educator leader can possess all the skills of knowledge sharing, personal character characteristics, and individual personality traits that will encourage special children to achieve the goal of equal learning and education. Leadership is a character that every individual educator should possess for imparting quality education in the schools or educational institutions. This character is essential to impart inclusive practices which are part of equal education among disabled and non-disabled children. I would like to ask you being the supervisor how you promote leadership skills among educators as it is a major part of an individual to promote equal learning opportunities. Early childhood education is essential for shaping the future of special children with special requirement and the true educator will introduce all the essential policies for beneficial outcomes (Rodd 2015). The true educator will also understand all those every day special needs like extra special teaching ways and training for skill development to secure the future of disabled children. Effective interaction is important for understanding the needs and preferences of such children which can be achieved by communication in their native language. Effective communication will create a holistic behavior to form the basis for student-educator partnership and will promote confidence and self-esteem among children. This will bridge the gap for equal education by utilizing inclusive practices and adopting new opportunities for children's educations in the education systems. 

Advocacy leadership is also an essential part of childhood educators to impart equal education among children requiring special needs. I wanted to ask you being my colleague do you often adopt advocacy leadership skills while imparting inclusive practices. Advocacy leadership will allow them to utilize the best policies for disabled children to maintain education equalities and social opportunities as well (Mevawalla and Hadley 2015). The reflection of advocacy will help educators to create a strong bond with the family members so that they can freely discuss the learning needs of their children. Such educators will advocate for every right to impart equal social and ethical opportunities for disabled children. It will create a sense of positive attitude and encourage their confidence. The true educator must identify all the barriers in the implementation of inclusive practices for equal learning. The educator should participate at the national bodies to encourage learning equalities and create equal opportunities for disabled children, as they require extra support from the political bodies for their better future (Mevawalla and Hadley 2015). It is essential to effectively communicate both in the written and oral forms to understand their needs and preferences for receiving an equal education. The advocacy leadership will require skills and should be knowledgeable and confident to advocate for disabled children to receive equal opportunities for their safety and wellbeing.

References for Inclusive Practices in The Education System

Dooley, H. 2014. Go green and become an eco-healthy child care program! Journal of Child Care Health Connections 21(5), pp, 1- 11.

Etscheidt, S., and Bartlett, L. 2014. The IDEA amendments: A four-step approach for determining supplementary aids and services. Exceptional children, 12, pp, 163-174.

Mevawalla, Z. and Hadley, F. 2015. The advocacy of educators: Perspectives from early childhood. Australasian Journal of Early Childhood, 37(1), pp, 74-80.

Monika. M. 2018. Role of family in inclusive education.International Journal of Academic Research and Development, 3(1), pp, 258-260.

Pandit.P. 2017.Philosophy of inclusion – problems and challenges. International Journal of Academic Research and Development, 2(5), pp, 665-673.

Purdue K. 2015. Facilitators of inclusion for children with disabilities in early childhood education. Contemporary Issues in Early Childhood,10(2), pp, 133-143.

Sharma, K. 2015. Achieving Education for all by including those with disabilities and special needs.Contemporary Issues in Early Childhood, 9(2).pp, 140-146.

Rodd, J. 2015. Leadership in early childhood: The pathway to professionalism (4th ed.). Crows Nest, Australia: Allen and Unwin.

Remember, at the center of any academic work, lies clarity and evidence. Should you need further assistance, do look up to our Early Childhood Assignment Help

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