REFLECTION
Inclusive education refers to the educational practice in children that recognize the preferences, ages,
gender, capabilities, style of learning, and interests of children (ACECQA, 2022). I think inclusive
practice is one of the essential educational practices required in the classroom due to the residing of
people from diverse backgrounds. To make an environment inclusive, there must be support in every
activity and encourage children to perform what they want with full respect for their culture and
diversity (Sanger, 2020). I believe policies like supporting the well-being, additional needs, and learning
of children by encouraging them and providing various educational programs reflecting inclusion,
diversity, and equity help children to have better growth and development in their early childhood. I
think children have the full right to play and take their leisure time to be as creative as they want by
performing activities of their interest. Not only that, but they even have the right to get dirty while
playing as childhood is a period where you collect memories and when they grow, there will be no kind
of fun playing with mud to create memories. In case of taking a nap, helps children restore their energy
and makes physical and mental well-being.
Being an educator, I believe inclusive educational practice is one of the essential activities that must be
conducted in the classroom. Practicing an inclusive educational method brings children together which
results in an equal distribution of knowledge with equal interaction with children (Paulsrud & Nilholm,
2023). In the school events, when parents get involved, I respect their cultures and encourage them to
show their skills and activities they perform in their community for better development of children. With
respect, I learned some of the activities from them and even collaborated with them which made it easier
to know in detail and new things about the community. For inclusive practice, I first developed a
strategy about events and then printed out information in easy-to-read form which allows families and
parents of children to get knowledge about activities in school. Not only that but I make meetings timely
and have conversations with parents as well as ask for their opinion in developing the ability of children
in the classroom as parents have knowledge about teaching and handling their child in a better way
(Svendsen et al., 2023). To promote inclusive practice, I arranged essential materials and made a plan of
activities to support the learning techniques of children for better growth and development of children
(Triviño-Amigo et al., 2022).
References
ACECQA. (2022). INCLUSIVE ENVIRONMENTS.
Paulsrud, D., & Nilholm, C. (2023). Teaching for inclusion–a review of research on the cooperation
between regular teachers and special educators in the work with students in need of special support.
International Journal of Inclusive Education, 27(4), 541–555.
[Link]
Sanger, C. S. (2020). Culture and Learning: Confucian Heritage Learners, Social-Oriented
Achievement, and Innovative Pedagogies. In Diversity and Inclusion in Global Higher Education:
Lessons from Across Asia. [Link]
Svendsen, E. J., Killi, E. M., Rohrer-Baumgartner, N., Holthe, I. L., Sandhaug, M., Borgen, I. M. H.,
Wade, S. L., Hauger, S. L., Løvstad, M., & Bragstad, L. K. (2023). Children’s, parents’, and
teachers’ experiences of the feasibility of a telerehabilitation intervention for children with acquired
brain injury in the chronic phase – a qualitative study of acceptability and participation in the Child
In Context Intervention (CICI). BMC Health Services Research, 23(1), 1–12.
[Link]
Triviño-Amigo, N., Mendoza-Muñoz, D. M., Mayordomo-Pinilla, N., Barrios-Fernández, S., Contreras-
Barraza, N., Gil-Marín, M., Castillo, D., Galán-Arroyo, C., & Rojo-Ramos, J. (2022). Inclusive
Education in Primary and Secondary School: Perception of Teacher Training. International
Journal of Environmental Research and Public Health, 19(23).
[Link]