Lack of Experience among Teachers in Inclusion Settings

Advocacy concerns primarily with helping people to find their voice and the type of advocacy needed to address lack of experience among teachers in the inclusion setting include both self and system advocacy, to push for reform in the classroom setting and teacher training program. At the self-advocacy, I will lobby for some colleagues within my organizations to pull together to launch a formal concern with the school head-on reform needed in the classroom setting and training of non-special need trained teachers to feel comfortable in the inclusion settings. Later on, we can adopt system advocacy to lobby for policy change in the teacher training by writing to concerned departments at the local or state level. 

Some actions or plan the school heads can take to address the lack of teacher experience in inclusion settings include ensuring illusion classroom settings are equipped with communication or adaptive and language tools to make it easier for teachers to lead a united classroom. This will make it easier for the teacher to lead the class and ensure that students perceive their identities represented in the classroom materials, hence feeling included in the learning process. When the learners feel represented, they are more likely to get motivated to participate in the classroom activities, encouraging the teacher to teach.  

The school heads should also consider training new teachers on the basics of an inclusion classroom before they begin teaching. Some teachers have not been subjected to special need training; hence are disadvantaged in the inclusion setting. Educators must coordinate efforts to align the teachers’ skills and lesson plans to the learners’ needs. Besides training new teachers, the school heads should also work with teachers overall to see if the teaching curriculum represents a wide range of voices in the inclusion setting.