Inclusion of Students with Disabilities in Regular Classes Research Proposal

Inclusion of Students with Disabilities in Regular Classes - Research design ExampleNumerous benefits of the inclusive approach of the government are being advocated that firmly supports the endeavor of government. Correspondingly, it is powerfully argued that inclusion body approach is closely related to the aspect of social justice and equity. Next, it is also critically argued that with the inclusion approach disable students will be offered with an opportunity to acquire similar attention to that of normal students as comfortably as with the prospect to grow and develop a positive attitude and behavior (ARACY, 2013 Konza, 2008).At the same time, the inclusion of students with disabilities in regular classes is anticipated to ensure that these students are provided with all the basic conveniences where they are offered with equal opportunity to enhance their skills and intelligence. Such benefits are argued to change the perception of the people towards the single with a ha ndicap that would ultimately aid in eliminating the social stigma associated with these disabled students. Additionally, it is claimed that the inclusion influence will not only provide the students with disability with the opportunity to improve their level of skills and competency besides it is also postulated that the model will have profound and positive impact on teachers where they will be able to test their level of skills and ability to provide education to both the normal children as well as the children with disabilities (ARACY, 2013 Konza, 2008). This is indeed argued to serve as an opportunity for professional development for the teachers in Australia. The report of ARACY (2013) unified several existing problems in education for the disabled student in Australia prior to the development of the inclusion model. Notably, each of the territories in Australia has been argued to have disparate approaches towards educating the students with a disability as well as differen t methods claimed to use to assess the growth and development of the students with disabilities in school. In addition, the school curriculum for the students with a disability is also contended to differ from region to region.