澳洲论文代写-对全纳教育未来发展方向的思考与结论

澳洲论文代写-对全纳教育未来发展方向的思考与结论。作为广义的包容和自由的全纳教育，在确定未来需求的研究方面存在着很大的差距。全纳教育正在全球范围内取得进展，与此同时，人们对它的成功和覆盖范围的担忧也在增加。在全纳教育环境中接纳特殊学生很容易，但在不断增长和变化的全纳教育体系中接纳特殊学生同样困难。从客观到主观、从议论文到以论文为基础的各种教育体系，或多或少是同一目标的不同变体，其目的是培养学生的学术技能和知识。由于非残疾人的全纳教育要求简单性和突出卓越的知识和技能，在全纳环境中为特殊学生提供教育的目标应该保持过度延伸。非残障学生和残障学生对年度进步的期望不一致，这是一个需要解决和颠覆的讽刺。

Inclusive education is gaining ground across the globe, and simultaneously there are concerns about its success and outreach are growing. As easy is including special students in inclusive education settings, equally hard is to accommodate the special students in the ever increasing and changing inclusive education system. The variety of education systems from objective to subjective, argumentative, and thesis based, etc. are more or less different variants of the same goal of building the students’ academic skills and knowledge. As the non-disabled inclusive education demands simplicity and highlight of superior knowledge and skills, the goal of infusing special students in inclusive settings should remain overstretched. This misalignment of different expectations of progress year-on-year between non-disabled and disabled school students is the irony to be resolved and subverted.

Teacher education is another area where much research is pending and required. This is because teachers are the first point of contact with both disabled and non-disabled students in school, and their communication is an important indicator of the ability of understanding of the recipient students. When teachers are ill-equipped to handle special students in inclusive settings, growth is subdued and supressed. Teachers must understand the background of the non-disabled students who will be taught exclusion at home and are promoters of the order of hierarchy and rank among disabled and non-disabled students. This is a social construct and must be eliminated in a way, which enhances the outlook of the non-disabled toward the disabled. The number one difficult for teachers is to face the school going students’ natural inquisitive inquiries in the conditions of the disabled and their inclusion with them. This is unavoidable and superior communication skills could reverse the inquiry into an enhancing social bond. This particular issue is of paramount importance and must be learned before it is implemented on instinct. For example, teachers could use the People First Language while addressing all students, disabled and non-disabled, which can dilute the natural inquiry of school children who are still developing their cognitive abilities (Snow, 2017).

Legislative support for inclusive education is a big differentiator for the ones that succeed in realising the benefits of inclusive education and the ones who do not. Political will and policy initiatives make a strong case for developing inclusive education programs. However, lack of political support, lacklustre motivation and enforcement of relevant laws are a big hindrance in realising inclusive education, and the most affected is the special students who remain confined and cornered in teaching-deficient schools. Political will must reform inclusive education and set new benchmarks for all students, which raises their competitiveness and realises a fulfilled democratic nation where inclusion is the key ingredient of its sustenance.

In all, the misalignment between the ‘future alterations and rapid changes of the inclusive education system’ and the ‘snail-paced special education system’, teachers raining and self-learned understanding of the demands of inclusion of diversity, and the political and financial support for further standardising the inclusive education system for all categories of students remains long standing and perennial challenges.

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