Abstract:
This study explores 5 teachers' perspectives on inclusive education. The literature
reviewed gives a historical background of special education as well as discusses a
number of current methods and techniques that have been implemented as a means to
include exceptional students in regular classroom settings.
This is a qualitative study that collected and interpreted data in narrative form.
Common themes emerged from the accounts that were shared by the participants. This
study found that the understanding of mUltiple intelligences and differentiated instruction
might assist a teacher to better meet the needs of exceptional students within inclusive
classrooms.
Based on this study, it is determined that a range of considerations needs to be
weighed when choosing an educational placement for a student with an exceptionality.
Each decision needs to be based on the individual student and the options open to
himlher. When a decision about class placement is to be made, not only are the student's
strengths and needs to be considered, but also the school and community, the teacher, and
the parents' desire for their child must be taken into account. More work still needs to be
done around inclusive education that is at the practical level, so that the needs of both the
student and the teacher can be met.
Inclusive education did not mean the same thing to each person. It was
individualized, just as each student is an individual and what works best for himlher is
individual. In learning about inclusive education, settings and strategies need to be
considered to allow for each individual student to achieve hislher personal best.
