Critically analyse inclusion policy and practice designed to widen Essay

Critically analyse inclusion policy and practice patterned to widen participation for dyslectic involveers - Essay ExampleThis has unfortunately resulted in their academic underachievement. However when the needs of these dyslexic students argon identified, it is contingent to get under ones skin teaching mechanisms that should result to appropriate learning outcomes. These special needs should be reflected in the shallowing curriculum, whereby the strengths of dyslexic students be enhanced (Riddell, Tinklin and Wilson, 2005). There contri howevere been a few improvements in the teaching establishment as stakeholders look for ways of ensuring that the development offered at the primary and secondary level is all-inclusive. The inclusion policy is one of the steps that the academic community is embracing in order to ensue that the needs of dyslexic students are all met. Inclusion in this case refers to the approach of offering education to students who have near form or t he other of special academic needs. Inclusion policy Inclusion in education is a never ending process. In most cases inclusion policies in the academic world are designed to widen participation for students with special learning needs, including those with dyslexia. In this learning approach, dyslexic and other modify students spend much of their time in the midst of non-disabled students (Booth, Nes and Stromstad, 2003). In some classroom situations, dyslexic students are given more teacher-to-pupil time so that they can fully look all the concepts that other have already understood. This center that dyslexic students are offered special attention so that they can fully understand what the others have learnt in class. Teachers, who have dyslexic students in their classes, normally encourage the other students to support those students that have dyslexic problems. The Disability Discrimination Act 1995 states clearly that everyone is entitled to equal treatment, and this applies to dyslexic students as considerably (Mackay, 2006). By encouraging equal academic development of dyslexic students, educators are giving this group of muckle a chance to enjoy the same opportunities that are available to other students. Education legislation requires that the school curriculum be designed to aim at the provision of opportunities for all students to learn and also to achieve. This means that the curriculums main goal should be to provide a holistic and inclusive education so that everyone can gain from the learning process. All students should be able to access equal opportunities, experiences and responsibilities through and through the knowledge and skills gained in the classroom. Inclusicive policy and practice for students who suffer from dyslexia should involve the effort of not only the teachers, but also the students parents. Dyslexic students can cope better with their situations when they know that they have their parents support (Reid, 2006). Success and sham of Inclusive Learning Inclusive learning enables educators to meet their teaching objectives fully. They are able to how different learners, including those with dyslexia, learn differently. This gives the teachers a chance to know the needs of different students. They can then use this information to design learning methods that they can use effectively for every one of their students so that not one of them underachieves in their academic work. Inclusive learning has made it possible for dyslexic students to be at par with their sheik students. This is because inclusive learning gives the dyslexic student