Teachers Attitudes on Inclusion in Diverse Learners
Diverse learners refer to students in schools who have unique educational needs which
include those with disabilities, those of different races, those from migrant families and
those who are English language learners (ELLs). Students who face gender-based
challenges in reaching their full potential can also be considered among these group.
Various measures to support diverse learners are being developed because a one-size-
fits-all approach cannot succeed for all students[1].
Inclusion in education refers to an approach of educating diverse learners. Students
with special needs are made to spend maximal or all of their time with regular students
under this model. It is most commonly used for selected diverse learners with mild to
severe special needs. Inclusion upholds the child’s right to participate, mandates the
school to accept the child and rejects the separation of diverse learners from regular
students that is practiced in special schools. The respect for the social, civil and
educational rights of diverse learners is also stressed.[2]
An inclusive classroom generally mixes diverse learners with regular students of the
same age to encourage a sense of belonging and friendship. To help build a sense of
community in the classroom, teachers use games and songs that will achieve this,
involve students in problem solving and deal with individual differences in open
discussion.[3]
Those who favor inclusion say that non-inclusion compromises the social importance
of diverse learners. The latter value their social visibility more than academic
excellence, although their academic proficiency is actually improved alongside their
social skills in an inclusion setting. Diverse learners exposed to inclusion also exhibit a
heightened sensitivity to the challenges facing other students and empathize with them
readily. On the other hand, those not in favor of inclusion say that most diverse learners
need individualized instruction and highly controlled settings which regular classrooms
cannot provide. Parents of diverse learners also fear the possible ridicule their children
may face from other students.[4]
Singapore’s education system is important in ensuring the model city state’s
continued expansion in a competitive global environment. There are eight special
schools which offer early intervention at preschool level, but due to teachers’ limited
experience and the lack of a formal inclusion policy, only diverse learners with a
single disability or who are fit to enter regular schools are admitted. Based on a
study, Singapore pre-service teachers show a high degree of discomfort towards
people with disabilities and a higher level of anxiety in implementing inclusive
practices when compared with their counterparts in Canada, Australia and Hong Kong.[5]
This may reportedly be due to the relatively limited exposure of Singapore to inclusion
practices in regular schools. The differences between Western and Eastern countries
teachers’ attitudes on inclusion may possibly be due to cultural attitudes toward
people with disabilities or diverse learners. It is important that pre-service teacher
training take into account the attitudes and concerns of teacher trainees to ensure
that their courses prepare the teachers for inclusive education.[6]
Based on a study, Singapore’s local school system accepts all students including
those with special education needs (SEN) and that the state continues to support SEN
with more available funding. However, the challenges that have to be addressed include
effective planning, teacher training, the commitment of teachers and the social stigma
attached to people with SEN. Students with SEN need to be guided in such areas as
social skills and behavior management. Differentiation within subject teaching by way of
individual long-term and short-term goals for each student will have to be implemented
to boost their sense of achievement and self-esteem.[7]
[1] “Diverse Learners”, The Education Alliance Brown University, 2011,
<http://www.lab.brown.edu/ae_dlearner.php> [accessed 3 May 2011]
[2] “Inclusion (Education)”, Wikipedia, 7 April 2011,
<http://en.wikipedia.org/wiki/Inclusion_%28education%29> [accessed 3 May 2011]
[3] ibid
[4] ibid
[5] Umesh Sharma et al, “Pre-Service Teachers’ Attitudes, Concerns and Sentiments About
Inclusive Education: An International Comparison of the Novice Pre-Service Teachers”,
International Journal of Special Education, vol.21 no.2 2006 pp.84-90, pdf
<www.internationalsped.com/documents/10Sharma%20et%20al.doc>
[accessed 3 May 2011]
[6] ibid
[7] Elizabeth Mary Barratt, “Inclusion and Exclusion of Children with Special Educational Needs with regard to Mainstream Schools in Singapore”, January 2005, <http://esbclizbarratt.com/dissertation.pdf>
[accessed 3 May 2011]
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