Every kid has the right to appropriate education. Unfortunately, in the past, the majority of people believed that the best setting for disabled children was in a special classroom or school away from their “normal” peers. However, in modern society, disability experts believe inclusive education offers an excellent opportunity for self-efficiency and social integration. Additionally, unlike differentiation education, inclusive education models are well suited for both developed and developing states, which may find it difficult to provide essential education separately.
The inclusive education model is a system where all children, regardless of their disability or challenges they might be experiencing, are placed according to their age in one classroom. This maximizes the disabled children’s ability to participate with non-disabled peers, which results in significant absorption of what is being taught. On the other hand, differentiation models tailor teachings or instructions to meet what an individual needs (Powel et al., 2018) . This involves differentiating the teaching process, content, the environment, and flexible grouping to guarantee successful instruction delivery.
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Inclusive and differentiated education have more differences than similarities. Their main similarity, however, is that they aim to provide the best education to disabled children. Instructors in differentiated education models provide special instruction tailored to the disabled. Still, it is also imperative for instructors in inclusive education models to do so either in class or at a different time of the day. There is one significant difference between the two forms of education. Inclusive education blends disabled kids with those having no documented disadvantages (Do Thi Bich, 2019) . In a differentiated system, disabled children are entirely separated from their peers who are non-disabled.
Inclusive and differentiated education consider more than disability when designing teaching models. Experts evaluate factors such as age, race, economic status, and cultural differences or perspectives, which are known impact learning and communication. This enables teachers to design a suitable curriculum in terms of approach and style (Do Thi Bich, 2019) . For instance, in early childhood development classes, it would be inappropriate to include disabled children who are much older in class having much younger children. The aim is to blend disabled kids with non-disabled peers. The best option would move the disabled child to a class having the same age mates and design sessions to help the child catch up with the rest of the class. Another example, if a teacher identifies a child experiencing challenges, either social or economical, it is advisable to have a separate session and help the child instead of addressing the matter in the class.
When practiced well, inclusive education becomes a useful tool in children’s development because even the disadvantaged develop a sense of belonging and are better prepared for life, compared to those who went through a secluded learning system. Any education system should consider all factors such as age, culture, race, and disability, which might affect the performance of children.
References
Do Thi Bich, T. (2019). Effective Implementing of Inclusive Education for Children with Disabilities. Journal Of Science Social Science , 64 (11), 186-192. doi: 10.18173/2354-1067.2019-0079
Powel, S., Driver, M., Forsth, S., Bos, S., & Benz, S. (2018). Working with Exceptional Students. New Directions For Student Services , 2020 (162), 1-39. doi: 10.1002/ss.20263
