Although our class discussed inclusive education a while back, our recent talks on Information Communication Technologies (ICTs) are relevant in furthering educational opportunities. We learned that disability inclusive education is ensuring that all students, children, adults, and others have the available tools to be able to pursue their goals as equally as any other. It is a notion that has been received positively, yet not always implemented well. The article Educational Opportunities for Students with Disabilities by F.S. Haq highlights this point. When comparing trainee teachers’ attitudes to certain disabilities and students with higher support needs, Haq found generally positive attitudes toward including children with special needs in the general classroom, especially if the teachers have the appropriate sensitization and awareness exposure in training for this special and inclusive education (Haq and Lawrence). However, in the article’s survey, participants also supported inclusion but were not in favor of accommodating students with multiple disabilities and challenging behaviors (Haq and Lawrence). Positive attitudes are certainly a key component to inclusive education, but there needs to be action. Every person has a fundamental right to educational opportunities. I agree with Haq that special education courses should thus be incorporated into teacher training programs. Teachers should be able to accommodate for every student’s style of learning. It may be apprehensive and a lot to approach, but it must be done.

I think this is where the role of ICTs can also play a role in furthering inclusive education.They provide opportunities for students to learn in ways that were previously inconceivable. For example, if it is difficult to attend a school due to distance, you can attend virtual or distributed learning resource centers. The G3ICT Model Policy for Inclusive ICTs in Education for Persons with Disabilities looks to assist UNESCO (United Nations Educational, Scientific, and Cultural Organization) member states to “promote the effective use of inclusive ICTs in education for learners with disabilities” (UNESCO). Some of the organization’s policy objectives expands on this goal saying that all learners should be able to learn according to their preferences. Their policy actions target three levels within the inclusive education system: learner, organizational, and system levels (UNESCO). I liked how the policy actions listed three tiers that would be addressed, especially since the educational system can be complex in each country. It provides the foundation on which inclusive education can be implemented.

Education is important because it allows an individual to conform to and learn about the social parts in society. It grants you the opportunity to apply for competitive job opportunities and set yourself up for an adequate standard of learning. Most of all, it gives a person confidence. Education gives you the confidence to reach for high goals, and this is why we should allow those dreams and opportunities to be translated across the board to include persons with disabilities.

Works Cited

Haq, Faridah Serajul, and Lawrence Mundia. “Comparison of Brunei Preservice Student Teachers’ Attitudes to Inclusive Education and Specific Disabilities: Implications for Teacher Education.” The Journal of Educational Research, vol. 105, no. 5, 2012, pp. 366–374., doi:10.1080/00220671.2011.627399.

“Model Policy for Inclusive ICTs in Education for Persons with Disabilities: United Nations Educational, Scientific and Cultural Organization.” Model Policy for Inclusive ICTs in Education for Persons with Disabilities | United Nations Educational, Scientific and Cultural Organization, UNESCO, 2017, http://www.unesco.org/new/en/communication-and-information/resources/publications-and-communication-materials/publications/full-list/model-policy-for-inclusive-icts-in-education-for-persons-with-disabilities/.