• What are the benefits and barriers to successful inclusion? 
• What are the roles of educators, students, and families/caregivers in the inclusion process?

 

The first benefit of successive inclusion is that inclusion is beneficial not only to the students with special needs but also to all the children. When all the children are included in the school programs, they learn to accept other people and appreciate that every one is enabled uniquely. The second benefit is that with inclusion in place, children with special needs get the opportunity to participate in similar programs as those who are with no disabilities and from that friendship skills are developed including problem solving skills and the respect for other people. The third benefit of inclusion can the respect to trickle down to the families, the teaching parents to be more accepting of the differences.

The barriers that face the successive inclusion include old attitudes where many still resist to accommodate students with disabilities as well as those that come from minority cultures. Due to the prejudices associated with students who have disabilities it leads to discrimination. Another barrier to inclusivity is the physical barriers for students with physical disabilities who are required to attend schools that are inaccessible to them. Also, teachers act as barriers to inclusivity whereby they may be teachers who are untrained to handle students with disabilities or they may just be unwilling to work with children who are abled differently.

Teachers have a role to play in the inclusion process by planning and presenting lesson plans and create assessments that will ensure that the needs of all the students in the classroom are being met. Parents have a role to play in the inclusion process where they build positive relationship, encourage new behaviors and optimism among themselves, their kids and the teachers. For the students, they play the role in the inclusion process by accepting the students who are differently enabled and try to involve them in the learning process as well as understanding that they are only enabled differently and therefore help these different-abled students to accept themselves.