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Introduction
I have always been drawn to the field of education because, as a child, I understood the fundamental value of the profession and the opportunity to collaborate with people who were hungry for new knowledge and discipline. I was enthusiastic about helping young people unleash their creative and educational potential in a way that was fun for me and beneficial to the community. As a high school student, I observed teachers and noticed what strategies they used and how they used them, and now I am in graduate school working on the challenges of creating an inclusive classroom. To me, disability is not a judgment on a student or a stigma on a student’s abilities, but simply a challenge that a child has been forced to face. My job as a teacher is to give the child a sufficient foundation of knowledge and skills so that they can overcome this challenge and develop with confidence in the future because I believe that the capabilities of the human mind exceed any physical limitation.
Inclusive Education
Educational science has historically moved in the direction of increasing access to knowledge. Beginning as a niche for the privileged classes of society, education has gradually come to recognize the importance of inclusive education and the creation of inclusive classrooms. In such classrooms, the needs of all students, regardless of their physical and mental abilities, are addressed and covered (Bryant et al., 2019). Therefore, inclusive education should be seen as a paradigm that aims to provide equal access to optimal learning for all students. A focus on personality, interests, and needs, as well as a recognition of flexibility and adaptability, are key attributes of a truly inclusive classroom that values diversity and plurality of perspectives. For this reason, I am convinced that inclusive education is a significant milestone in this science that recognizes respect, equity, and diversity at the same time.
Philosophy of the Inclusive Classroom
Any classroom, including an inclusive classroom, must have at its core a discipline that recognizes the importance of a philosophy of learning in this environment (Bryant et al., 2019). At the core of the philosophy of the inclusive classroom I create is the universal recognition of absolute equality of access to educational opportunities. In such a classroom, there is no potential for bullying or harassment based on a student’s disability because everyone is in an equal learning environment. Achieving this equality is possible by promoting diversity, emphasizing strengths discussing everyone’s needs, and diagnosing the barriers children may face promptly. The proposed philosophy is expected to have a positive impact on creating a uniquely inclusive classroom environment where students experience unconditional respect and support from each other and are welcomed and tolerant. Discipline, on the other hand, is maintained by emphasizing the importance of respecting each student’s limits and boundaries, and by discussing and reprimanding students who violate inclusive classroom rules, up to and including expulsion in cases of misbehavior.
Conclusion
In this paper, I have discussed the inclusive environment and the importance of recognizing equality in the classroom with children with disabilities in a consistent and detailed manner. In theory, it is not difficult to create such a classroom, nor is it difficult to implement the proposed philosophy and create an environment of mutual respect for students. However, school experience and practice show that managing adolescents in the classroom can be much more difficult
Reference
Bryant, D. P., Bryant, B. R., & Smith, D. D. (2019). Teaching students with special needs in inclusive classrooms. Sage Publications.
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