The positive side of Inclusive Education is that it allows for fair and equal opportunities for all learners especially those who were placed in a segregated environment due to various disabilities.
Yeo, Chong, Neihart, Vivian and Huan, (2016) concur with this by stating that teaching of special needs can provide teachers with an opportunity to have positive as well as rewarding experiences.
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European agency (2016) postulated that teaching special needs learners can also provide teachers with an opportunity of witnessing a positive side of these learners who were stigmatised and marginalised by the majority of people in their communities as well as in mainstream schools.
Inclusive Education fulfils the needs of all learners, who become positive and benefit more when they learn in their neighbouring schools, they develop socially and academically in an inclusive atmosphere. Villa and Thousand, (2016) postulated that educators, parents and community members all gain social cohesion, social tolerance and embrace their delivery. McCarthy (2006) concurs with this by stating that special needs learners perform academically better in a mainstream inclusive class in comparison to a student in a non-inclusive environment.
Anastasiou, Kauffman, and Nuovo, (2015) attest to this by suggesting that Inclusive Education brings equal benefits to learners where they ingress to differentiated support, individual assistance, assessment programmes and obtain teaching of learning that correlates to their capabilities and interests. Hehir, Grindal, Freeman, Lamoreu, Borquaye and Burke, (2016) attest to this by mentioning that learners with disabilities progress in their skills of reading and mathematics and have a great chance of finishing their secondary schooling. Villa and Thousand (2016) concurred to this by proposing that an inclusive classroom creates a friendly environment where learners academically support each other, appreciate one another and share one common goal of completing their education. This unity among learners produced a more relaxed and equitable environment for all of them. Engelbrecht et al., (2016) attest to this by suggesting that learners become part of the larger social fabric and networks that go along with school. Avramis, Bayliss, and Burden 2000, Thomazet 2009 as cited in Yeo, et al., (2016) highlighted that the transformation in teachers’
attitude towards inclusion and embracing the values of non- discrimination and fairness granted to special needs learners is a joyful experience. The change, support and acceptance learners give to each other fulfil their teachers’ wishes of teaching a unified class. Engelbrecht et al., (2016) suggested that learners develop friendships and they are protective of each other especially during break times, and they report to the teacher if one of them is badly treated during break time.
Dakada, Abongdia and Foncha (2014) as cited in Makoelle (2016) suggested that Inclusive Education requires teachers to change their mind set and adjust to new methods that embrace and accommodate the learners’ diverse needs. Teachers noted that the one size fits all approach which they normally use, was not appropriate for teaching learners with diverse needs since it is an
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approach that does not accommodate the diverse needs of learners in a diverse class (Westwood, 2013, Fox & Hoffman 2011). Makoelle (2016) proposed that the basic education right embraced in Inclusive Education is for learners to receive good education and not just focus on learners living with disabilities, therefore the definition should certainly explain a programme that offers and assists in receiving quality education for all learners regardless of their characteristics or background. Makoelle (2016) highlighted that if the focus is only on learners with disabilities, then Inclusive Education might be seen to be undermining the rights of other learners without disabilities.
Makoelle(2016) further contends that the inclusion of learners with special needs in the mainstream school has the potential of transforming the pace at which teaching and learning takes place. Learners can assist one another through peer mentoring. This peer mentoring can have a positive effect on their friends who are academically struggling. Peer mentoring can also boost their confidence and friendship. Inclusive Education is a socially just and more effective tool in both academic and social spheres for learners who are shy. After gaining confidence, special needs learners can engage with others, socialise more, exchange ideas and manage to solve problems with their fellow learners. Learners become more open in taking part in most activities that generally take place at the school, as it is stated by the government policy (DOE, 2010).
Organisation for Economic Co-operation and Development (OECD), (2016) further suggested that inclusion creates positive relationships between teachers and their learners especially in the social and emotional well-being of learners with diverse needs. Ebersold, (2017) further stated that Inclusive Education expands employment opportunities, social, community involvement, life happiness and decreases the level of subjection to drugs, crime and poverty. Schwab (2015) attest to this by stating that inclusion assists learners with disabilities to develop social skills. Hehir, Grindal, Freeman, Lamoreau, Borquaye and Burke, (2016) further stated that inclusion develops less undermining ideas, creates love and acceptance from learners without disabilities towards their peers with disabilities. Inclusive Education also allows teachers to work together, share ideas on matters regarding Inclusive Education, network and form collaborations with trained professionals, gained knowledge from well experienced teachers, community-based workers and the school management team. Antinluoma, Ilomaki, and Lahti-Nuutila, (2018) supported this by
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proposing that collaboration as a characteristic of Inclusive School communities should be intentionally refined across all schools.
Engelbrecht et al., (2016) suggest that Inclusive Education increases awareness to parents and create mutual understanding between schools and communities, since it is a buzz word to all stakeholders and forms part of the national policy. Sharma al., (2016) perceive Inclusive Education as an approach that makes parents more cooperative in the teaching and learning of their children as they meet with teachers and share ideas with regards to their children with diverse needs.
Sharma et al., (2016) further postulated that some schools create inclusive curriculums and establish other options or approaches, such as pictures, videos and internet, so as to embrace the diverse needs of their learners.