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Overview of Inclusive Education

            Inclusive education has entered the shores of the Pacific region. It is defined as the "full inclusion of children with diverse abilities in all aspects of schooling, regardless of their ability or disabilities" (Loreman, Deppeler & Harvey, 2005; Rogers, 1993; Salamanca Statement & Framework of Action, 1994). This means that all children from all walks of life has the opportunity to have an education in the normal classrooms and has the same privilege as the normal students. They are included in all the class and school activities (Ainscow, 1999). Inclusive education should address the diverse needs of all the students regardless of the weaknesses and the strengths in any area of participation and should share the same academic activities (The Individuals with Disabilities Act (IDEA), 1997). It is not counted as an inclusion if children with disabilities are following a different curriculum of studies and an environment to their peers (Ballard, 2004). Therefore, efforts should be made to ensure that the learner's needs are met within the curriculum taught. This essay will discuss why schools should accommodate all children regardless of their disabilities. It will discuss how as a Pacific teacher would attempt to accommodate all children. It will also highlight its history and its impact to the life of the teachers and also to the students.
             To start with, inclusive education was not started until the late 1970's. The implementation of inclusive education was the result of the strong advocacy of African American parents and supporters of children with disabilities in the 1960's (Friend & Bursuck, 2006). This was due to the fact that most of America's students were separated according to the skin colour and attended the schools accordingly. When the federal court made a decree for equal access to all schools by children regardless of who they are. Supporters and parents of disable children found this as an opportunity to use their civil right to obtain the best possible services for their children (Smith, Polloway, Patton, & Dowdy, 2008).

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