EDUC 750- Week 1 Discussion Board

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Oct 30, 2023

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EDUC 750- Week 1 Discussion Board- Educational Issues Inclusive education is an educational topic that interests me greatly. Inclusion involves integrating students with disabilities into mainstream classrooms, ensuring that all students, regardless of their abilities, can learn together (UNESCO, 2017). Here are some beliefs about inclusive education and how they are supported by the existing literature. Inclusive Education Benefits All Students: Inclusive education not only benefits students with disabilities but also enhances the learning experience for typically developing students. Research supports this belief. For instance, Kart and Kart (2021) conducted a comprehensive study that delved into the effects of inclusive education on the holistic development of typically developing students. Their findings underscored the remarkable improvements observed in social and academic dimensions. According to their research, typically developing students in inclusive classrooms exhibit heightened levels of empathy, enhanced problem-solving skills, and a notably more positive attitude toward diversity. This research reaffirms the fundamental principle that inclusive education not only ensures that students with disabilities have equitable access to quality education but also enriches the educational experience for their typically developing peers. Inclusive Education Fosters a Diverse and Inclusive Society: Inclusive education contributes to the development of a more inclusive and accepting society. Research by Ainscow (2020) suggest that inclusive education not only reduces prejudice and discrimination but also equips students with the tools to embrace diversity in their future lives. Inclusive classrooms are where students from diverse backgrounds and learning abilities learn to appreciate differences, challenge stereotypes, and engage in respectful dialogue. This fosters a generation of individuals who are more attuned to the needs and perspectives of others, contributing to a society characterized by equity, tolerance, and social cohesion.

EDUC 750- Week 1 Discussion Board- Educational Issues Inclusive Education Encourages Individualized Learning: Inclusive classrooms encourage a more personalized and individualized approach to education. Research by Francisco et al. (2020) emphasizes the significance of individualized education plans (IEPs) in inclusive classrooms. These IEPs are specifically designed to meet the unique requirements of students with disabilities, ensuring effective access to the curriculum. The individualized approach not only benefits students with disabilities but also enriches the overall learning experience in the inclusive classroom by encouraging diverse teaching strategies. Inclusive education aims to provide tailored support to every student, fostering an inclusive and supportive learning environment where all individuals have the opportunity to reach their full potential. Inclusive Education Challenges Traditional Teaching Methods: Inclusive education challenges educators to adapt and develop more effective teaching methods. Literature supports this belief. Mitchell & Sutherland (2020) highlight the importance of creativity in teaching, emphasizing that teachers must tailor their methods to suit individual learning styles and abilities. This transformative shift fosters an environment of experimentation and continuous improvement in inclusive classrooms, ultimately leading to the development of more effective teaching strategies. Inclusive education benefits not only students with disabilities but the overall enhancement of teaching practices in a dynamic and inclusive learning environment. Inclusive education is a topic that I am passionate about, as I have a son with Asperger’s Syndrome. The beliefs listed, my beliefs, are supported by research and literature. Inclusive education not only benefits students with disabilities but also contributes to a more inclusive society, encourages individualized learning, and challenges traditional teaching methods. I believe that by fostering an environment of acceptance and diversity, inclusive education has the potential to transform the educational landscape for the better.

EDUC 750- Week 1 Discussion Board- Educational Issues References Ainscow, M. (2020). Promoting inclusion and equity in education: lessons from international experiences. Nordic Journal of Studies in Educational Policy , 6 (1), 7-16. https://doi.org/10.1080/20020317.2020.1729587 Francisco, M.B.P., Hartman, M., & Wang, Y. (2020). Inclusion and special education. Education Sciences , 10 (9), 238. https://doi.org/10.3390/educsci10090238 Kart, A., & Kart, M. (2021). Academic and social effects of inclusion on students without disabilities: A review of the literature. education sciences , 11 (16), 1-13. https://doi.org/10.3390/educsci11010016 Mitchell, D., & Sutherland, D. (2020). What Really Works in Special and Inclusive Education: Using Evidence-Based Teaching Strategies . Routledge. UNESCO. (2017). A Guide for ensuring inclusion and equity in education . UNESCO Publishing. https://doi.org/10.54675/MHHZ2237 I just remembered I needed to tie this discussion to a Biblical reference. To tie together the themes of inclusive education, the value of diversity, and adapting to individual needs is 1 Corinthians 12:12 ( New International Bible , 1978/2011) - "Just as a body, though one, has many parts, but all its many parts form one body, so it is with Christ." This verse from the New Testament speaks to the idea that, just as the diverse parts of the human body work together to form a unified and functional whole, people from diverse backgrounds and abilities can come together to create a harmonious and inclusive community. It reinforces the concept of valuing and embracing diversity, adapting to individual needs, and working collaboratively towards a common goal, which are central themes in the context of inclusive education. New International Bible . (2011). The NIV Bible. https://www.thenivbible.com/ (Original work published 1978)

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EDUC 750- Week 1 Discussion Board- Educational Issues REPLY #1 Hey Kendi, I appreciate the depth of insight you've provided into the challenges of teacher retention and the critical role of leadership in fostering a positive and supportive school environment. It's evident from your personal experience and the research you've cited that teacher retention is a complex issue influenced by various factors, including leadership, school culture, and relationships. Your emphasis on the importance of building strong relationships among teachers and between teachers and school leaders resonates with several studies mentioned, such as Saks et al. (2021) and DeMatthews et al. (2020). The connection between job satisfaction and interpersonal relationships is a crucial point, as teachers who feel valued and supported are more likely to stay in their roles. Your story of experiencing a challenging school environment and how it impacted your well-being highlights the real-world implications of teacher retention issues. I am going through that right now at the school I have been at for the past eight years. I am burnt out and stressed all the time. I once loved going to work, now it is a chore. It's crucial for school leaders to understand the impact of their actions and leadership styles on teacher morale and job satisfaction, as suggested by Van der Vyver et al. (2020). Additionally, the reference to the James 5:12 on keeping one's word adds a moral dimension to the discussion. It underscores the importance of trust and integrity in leadership, which can greatly affect a teacher's decision to remain in the profession. In summary, your contribution provides a comprehensive understanding of the challenges of teacher retention and offers valuable insights into the ways in which school leaders can

EDUC 750- Week 1 Discussion Board- Educational Issues contribute to retaining quality teachers. The focus on relationships and trust as key factors is a compelling argument that aligns with the research cited and your personal experiences. References: DeMatthews, D. E., Kotok, S., & Serafini, A. (2020). Leadership Preparation for Special Education and Inclusive Schools: Beliefs and Recommendations From Successful Principals. Journal of Research on Leadership Education , 15 (4), 303-329. https://doi.org/10.1177/1942775119838308 New International Bible . (2011). The NIV Bible. https://www.thenivbible.com (Original work published 1978). Holy Bible: New International Version . (2017). Zondervan. (1978) Saks, K., Hunt, P., Leijen, Ä., & Lepp, L. (2021). To stay or not to stay: An empirical model for predicting teacher persistence. British Journal of Educational Studies , 1-25. https://doi.org/10.1080/00071005.2021.2004995 Van der Vyver, C. P., Kok, M. T., & Conley, L. N. (2020). The relationship between teachers’ professional wellbeing and principals’ leadership behaviour to improve teacher retention. Perspectives in Education , 38 (2), 86-102. https://doi.org/https://doi.org/10.18820/2519593X/pie.v38.i2.06 POST #2

EDUC 750- Week 1 Discussion Board- Educational Issues Hey Derrick, Thank you for posting this. I learned a lot about restorative justice. Your exploration of restorative justice and its application in the educational context is both informative and insightful. You've effectively highlighted the differences between retributive justice and restorative justice, and how the latter can offer a more empathetic and transformative approach in schools. I would like to expand on a few key points and connect them to the references you've provided. Firstly, the tree metaphor serves as a powerful analogy to illustrate the systemic problems with retributive justice. It emphasizes the need to address the root causes of harmful behavior rather than simply assigning blame and punishment. This concept aligns with the idea that restorative justice seeks to analyze the reasons behind harm and provide support to prevent future harm (Fornius et al., 2019; Huang & Chang, 2013). Your discussion of equity in the context of restorative justice is particularly relevant. The notion of providing meaningful consequences that fit the reasons for a crime and addressing systemic factors resonates with Castellia et al. (2012). This idea challenges the one-size-fits-all approach to punishment and recognizes that students may have different motivations for their actions. The emphasis on agency, where students are active participants in understanding and repairing the harm caused, aligns with the principles of student empowerment and Freire's (2005) notion of individuals becoming knowing subjects. It reflects a more progressive and student-centered approach to discipline, as opposed to a punitive one. Furthermore, the focus on empathy and building relationships echoes the findings of Gregory & Evans (2020) and Schumacher (2014), suggesting that restorative justice practices can improve relationships, harmony, and empathy among students and teachers. Your reference to 2 Corinthians 5:17 ( New International Bible , 1978/2011) adds a spiritual dimension to the discussion, highlighting the transformative power of restorative justice in restoring relationships and promoting healing, which resonates with the core principles of restorative justice. Overall, your exploration of restorative justice values and their application in education provides a compelling argument for the adoption of this approach in schools. It not only aligns with current research but also underscores the potential benefits for students, teachers, and the broader school community. References . Castellia, L., Ragazzia, S., & Crescentinia, A. (2012). Equity in education: a general overview. Procedia-Social and Behavioral Sciences, 69 , 2243-2250. https://doi.org/10.1016/j.sbspro.2012.12.194 Freire P. (2005). Pedagogy of the oppressed (30th anniversary). Continuum.

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EDUC 750- Week 1 Discussion Board- Educational Issues Fronius, T., Darling-Hammond, S., Persson, H., Guckenburg, S., Hurley, N., & Petrosino, A. (2019). Restorative Justice in US Schools: An Updated Research Review. WestEd . https://eric.ed.gov/?id=EJ1188519 Gregory, A., & Evans, K. R. (2020). The Starts and Stumbles of Restorative Justice in Education: Where Do We Go from Here?. National Education Policy Center. https://eric.ed.gov/?id=ED605800 Huang, H. F., & Chang, L. Y. (2013). Evaluating restorative justice programs in Taiwan. Asian Journal of Criminology , 8 , 287-307. https://link.springer.com/article/10.1007/s11417-013-9163-5 New International Bible . (2011). The NIV Bible. https://www.thenivbible.com (Original work published 1978). Schumacher, A. (2014). Talking circles for adolescent girls in an urban high school: A restorative practices program for building friendships and developing emotional literacy skills. Sage Open , 4 (4), https://doi.org/10.1177/2158244014554