Inclusion
Today’s classrooms are getting more and more diverse not only because of the multicultural and diverse population but also because of students with exceptionalities in our education system. Drawing on the government's latest statistics, the BC Teachers' Federation reports that there were 16,156 classes with four or more children with special needs in 2014/15, representing about one in four classes in the public K-12 system.
As a general statement, the word inclusion can be defined as “as a sense of belonging: feeling respected, valued for who you are;
feeling a level of supportive energy and commitment from others so you can do your best work” (Miller and Katz 2002).
I believe that schools alone can not make inclusion successful; the students with special need first needs to be accepted fully at home, then schools, and community as well.
As a general statement, the word inclusion can be defined as “as a sense of belonging: feeling respected, valued for who you are;
feeling a level of supportive energy and commitment from others so you can do your best work” (Miller and Katz 2002).
I believe that schools alone can not make inclusion successful; the students with special need first needs to be accepted fully at home, then schools, and community as well.