An Inclusive classroom

Research shows that parents want  their children to fully participate in an inclusive education. There is a urgent need  for a meaningful collaboration between parents and schools to improve the education of ALL students in an inclusive classroom setting. I highly suggest reading the following article at: 

https://journals.sagepub.com/doi/abs/10.1177/154079699502000204

Teachers' Union,
Let's talk about money. Is not all about money in our K-12 Public Education? Publishing/Curriculum businesses get the largest chunk of fundings, while teachers get 1%-2% if any. Then, before enjoying such a meagre increase in their salaries, they get hit by an equal or even higher increase in their health insurance and even in their monthly union membership. The Union leaders are making enough financial gains to keep on asking teachers to pay a higher membership every year. Union leaders ought to take a serious look at Robin Hood's principles and reverse their tactics. That is, stop asking teachers to pay membership when they can not afford to do so due to inflation, low salary, high insurance...etc. Additionally, Union Leaders must stop accommodating school districts, state legislators, and Insurance companies at the expense of teachers' interest. Union leaders should consider the assumption that teachers do know their rights just as much as they know that earning these rights is an illusive goal. Union Leaders should think about the real reasons why many teachers have given up on being union members. Some teachers believe that their Teachers Unions are interested in their own financial and political gains. Teacher Union Leaders: Be a Robin Hood and do not expect to have your cake and eat it too:)

Inclusion at Its Best!

Students from diverse backgrounds learning from each other in an Inclusion classroom setting with mutual respect and support is a sight of great hope for a brighter future.

Reflecting on my previous research and my current experience at various public school settings and school districts, in future studies, I would refocus my interest on the positive impact of leadership both at the local school district and school levels. That is, what are the day-today most effective decisions a leader is to make to successfully implement Inclusion as an education service delivery model. An additional area I would like to revisit pertains to the type of schools where I collected my data. Leadership practices vary from one school to the other, differ from one school district to another, and often not one classroom teacher implements inclusion as her/his peer within the same school and the same grade level. The contrast between suburban schools and Title 1 schools relative to leadership practices to implementing Inclusion is shockingly alarming. At the latter, reference to the word "Inclusion" hardly comes up in staff meetings and among teachers and administrators.