Scholar Perspectives on Inclusive Education and Teacher’s Role in Inclusive Classes with Specific Focus on Children with Disabilities

Abstract

Abstract This paper provides various perspectives of scholars on inclusive education throughout its history and the role of an inclusive teacher in inclusive education schools with specific focus on children with disabilities that attend regular classes with their non-disabled peers. The paper is based on the literature review of various research papers and studies that were published by prominent and specialized scholars, institutions and relevant organizations in the field of inclusive education, with a focus on disabled children and their rights to have equal chances for education in regular schools with their peers. The paper further reflects teachers experience and perception on the inclusive education process and the challenges they face in this regard. Finally, the paper provides various views on what is expected by an inclusive teacher and what type of support and assistance they need to get from other educators and teachers specialized in education of children with disabilities in order to meet children’s needs in the context. The paper also describes the importance of inclusive teacher’s collaboration with the school management, children’s parents and caregivers and other relevant specialists in order to understand the specific background of child’s type of disability with the aim of adapting his teaching methodology, tools and materials as per child’s specific needs for an individualized education planning if needed.