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Inclusion Policies in Education and Their Effects

Policies of Inclusion

The policies of inclusion require students who have special needs to perform the roles of learners appropriately. They need equal access to education in all education programs available. Inclusion involves allowing all students to interact in the classroom during regular lessons. There should be no particular attitude towards some students or any discrimination at school during the process of learning so that all students could have a sense of belonging, which in turn improves their understanding and motivates them to work hard.

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The policy of placement requires the principal to consult parents to understand the needs of children from different backgrounds. This helps to know the children who have special needs to help them enjoy quality education. The education board should ensure that students with special needs can fit the given education system, and they are taught together with normal students. Such students should be taught in the same classes with appropriate resources, which include special settings according to the needs of students. All students should be encouraged to socialize outside classrooms unless there is evidence that some students are required to be taken to another setting (Lipsitz 43).

Planning as a policy should be done to ensure that students adapt to instructions provided as well as methods of assessment. The learning outcomes expected should not be modified without informing the students so that they can adjust accordingly. There should be a plan where a few hours are allocated for remedial classes, which are provided by another person who is not their classroom teacher. The students with special needs should have learning activities according to the specific needs of each student. The district headquarters should provide such services to all schools.

Evaluation and reporting should be based on the standards set for all students, which should be found on the achievements expected. The students who have special needs are supposed to have extra support from teachers so that they achieve most of the anticipated goals. The reports provided by the teachers should outline the ability of students in different subjects, and ways of helping the students succeed in learning. Comments about the students should show progress according to the goals and period as per the expected standards. When a teacher from another school is employed to teach students on some specific topic, a report is necessary for the performance of the students. The person responsible for the distribution of resources should ensure that they are distributed equally to all students. The ministry reviews the performance of students through monitoring the grades they obtain during exams. The planning of how the services are delivered at schools is done at a district level so that the education needs of students are taken care of.

Implementation of These Policies in Education and the Classroom

The implementation of these policies requires the classroom to be without any distracting objects. This will ensure that all the students concentrate on what they are taught so that they understand and perform well in exams. The materials that are not necessary should be kept away from students when learning is taking place. The students should have frequent breaks so that they could relax and concentrate (Moshobane 39).

Time management is significant, as well as transitions that provide activities to separate work periods. The students should have additional time to complete assignments. There should be enough time for homework so that the students complete it according to the deadline. The students should be reminded several times about changing the activities that they are supposed to perform. The work of students for usual assignments should be reduced so that they get time to rest after learning. The assignments for the students should be broken into segments with shorter tasks. They should have information on how to follow instructions to complete assignments properly. The teacher should monitor all the steps of assignments. However, too long assignments should be avoided. The teacher should provide key points to the students so that the work is done properly. The expectations in learning should be known by all students before a lesson begins.

When taking tests, the environment should be quiet, and students should be allowed to provide oral responses. The tests should have small sections so that they can be graded according to specific tests. The students should have enough time to complete assignments so that they can complete them properly. When the students do not perform as expected in exams, they should be allowed to retake the test to improve the performance. Monitored breaks are necessary from one test to another so that the students do not take the next test when they are exhausted.

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The students perform well in education when they display appropriate behavior. Confrontations at school should be avoided all the time, and there should be no struggle for power. The rules that discriminate against some of the students should be avoided to take care of those with disorders. The students should have systems that help them know about the bad behavior that is not expected of them. The behaviors that seek attention and do not disrupt learning should be ignored (Moshobane 32).

How These Policies Affect the Teaching and Student Performance in the Classroom

The teacher is important for the performance of students in any learning institution. The family, character, and experiences in the neighborhood determine the academic performance of students. There are many factors related to the school, but the teacher is the most important of all. When looking at the performance of students in regards to reading or doing a test, the teacher has the greatest impact even in situations where the facilities are of high quality.

The students’ performance may influence an individual or a family and affect the achievements of students. The public policy ensures the improvement of the teaching process itself when teachers are trained properly, but the characteristics of students are almost impossible to change. The performance of students is used to identify effective teachers. The teachers do not become effective because of the schools they attended or the experience they have in teaching. The effectiveness is best assessed by their performance and the achievement of students in tests. This has led to policies that require the evaluation of teachers as they perform their jobs (Lynch, Modgil, and Sohan 27).

When a teacher is effective, he or she remains effective even after changing school. There is evidence that the impact of any teacher does not change in a new school even if the school is less disadvantaged. The achievement of students is high at schools where the teachers are effective. Teachers who are not effectively contributing to low performance, and the students do not have any ability to improve their performance.

Works cited

Lipsitz, Lawrence. Introduction to the Systems Approach. Boston: Educational Technology, 1973. Print.

Lynch, James, Modgil Celia, and M. Sohan. Education and Development: Tradition and Innovation. 1997. Harrisburg: Continuum International Publishing Group, 1997. Print.

Moshobane, William. In Search Of an Educational System. Raleigh: University College of the North, 1998. Print.

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