Inclusion or Inclusive and

The three articles that will be discussed
in this paper is “Music Educators’ Perceived Effectiveness of Inclusion”, “A
Study of Attitude of Secondary School Teachers towards Inclusive Education” and
“Attitudes of Teachers and Students towards Mainstreaming”. Throughout this
paper, you will find a summary, analysis and reflection based on the mentioned
articles regarding inclusive and inclusion education as well as mainstreaming.


            In the article of “Music Educators’
Perceived Effectiveness of Inclusion”, the purpose was to establish whether
music teachers’ views of inclusion, curriculum adaptation/modification or
student achievement had changed from research twenty years ago (VanWeelden and Whipple,
2014). A survey was sent to Five Thousand music educators across the United
States which were selected randomly on the aforesaid topic. However, only One
Thousand, One Hundred and Ninety-four music educators participated.

            Based on results when it came to the
effectiveness of inclusion, most of the educators agreed that the students
integrated successfully, the students weren’t hard to work with and the
expectations for the music class were met and if they were to move to special
education classes, the music needs would not be met. The results also suggested
that music educators had no issue adjusting and adapting their curriculum to
teach the students with disabilities as well as the normal students. Which
means they all got graded on the same standards of the music achievement. Although
students with disabilities met some level of music achievement, the educators
were quite aware that those students were not on the same level as the normal
students but still had a positive attitude towards it. Therefore, concluding
this article, the results from the survey differed tremendously from the last
research twenty years ago.

According to the article of “A Study of
Attitude of Secondary School Teachers towards Inclusive Education”, it talks about
the attitudes of secondary teachers in teaching special children. Inclusive
education is understood to be when students with disabilities are placed in a
regular classroom (Sandhu, 2017). A descriptive survey was done of 200 school
teachers and based on results, female teachers had a more positive attitude
than the male teachers. Also, teachers who were less experienced had more
positive attitudes rather than the experienced teachers. This is believed to be
the case because young teachers’ attitudes can be shaped and formed to deal with
students with disabilities and they also was exposed to this when obtaining the
Bachelor of Education. Teaching students with disabilities are challenging but
the teachers’ attitude towards inclusive education is fairly positive although
some are had a more positive attitude than others.

Lastly, in the article, “Attitudes of
Teachers and Students towards Mainstreaming”, “Mainstreaming in education is a
practice of teaching handicapped children in regular classrooms with normal
children to the fullest extent possible” (Chander, 2016). The attitude of
teachers and students in inclusive education is predominant because it
determines how people react to situations and assist with predicting behaviors.
A survey was taken of 179 persons (Normal teachers, special teachers, students
with disabilities and normal students). Based on results, Normal teachers,
special teachers and normal students has a positive attitude towards inclusive
education. However, the special needs students had a negative attitude because
they believed that the normal students would make fun of them and the teachers
may make them feel different than the normal students inside the classroom.


From research and reading the mentioned
articles, inclusion and inclusive education is indeed the same. “Inclusive
education means placing the disabled children in regular and normal classroom”
(Sandhu, 2017).  It is the responsibility
of the educational system to include students with disabilities, i.e. fitting
them inside the schools. Based on one of the articles, an educational practice
where students with disabilities are not separated from normal students so they
are placed in regular classrooms. Because both normal and special needs
students are placed in the same classroom, the normal students will learn how
to have a positive attitude towards them rather than making fun of them and
allowing them to feel uncomfortable. In one of the articles, “Attitudes of
Teachers and Students towards Mainstreaming”, the students with disabilities felt
as though the normal students will make fun of them but by not separating them,
the normal students will learn how to treat those students.

Additionally, mainstreaming is quite
similar to inclusion and inclusive education because this is where special
needs students visits regular classrooms but are not fully integrated. And it
is in the mainstreaming article where students expressed that they don’t feel
comfortable in a normal classroom. In our Bahamian society today, students with
disabilities may feel the same way because of the way normal students will make
them feel. It would be good if students in our society can treat each other
equally but it is best for the special needs students to be in their own
special classes to avoid distractions to the normal students. When it comes to
the teachers, in my opinion, normal teachers are not fit and may not adapt as
well as the music educators in the first article to teach students with


I have visited Garvin Tynes Primary School
Autistic Unit and the students were very fidgety and were moving all around the
classroom but they responded quickly when the teacher instructed them to do
something.  For instance, if these students
were placed in a normal classroom, it would be a lot of distractions for the
normal students. The special educators were very effective in teaching them. 


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