The article “Ways to Improve the Sense of Belonging in Students With Disabilities” identifies ways in which students with disabilities can improve their sense of belonging. It emphasizes the case of inclusion, equal treatment, and social interaction as essential in creating an atmosphere where these students can feel valued for who they are. This article gives a few ways of achieving this inclusive learning, including using, taking field trips, and grouping disabled learners with the rest. The article further includes schools because a student’s success or failure depends on the school and conditions at home.
Main Points
The Feeling of Belongingness Through Games
The article again reiterates the importance of treating the students equally and bringing all physical activities and games into action to reduce the differences between normal and disabled students (Garrett, 2021). The equal opportunity exhibited, and the removal of physical barriers nurture an environment in which students with disabilities feel they belong there. For instance, social inclusion can be observed in schools when learning institutions follow up to put down mechanisms that make children feel valued by the walls of school or their teachers and that other differently enabled persons are encouraged to do so.
Encouraging Social Interaction Through Field Trips:
The article reveals that students can be encouraged by organizing field trips to interact socially with those with disabilities and their regular counterparts (Garrett, 2021). These would enable any student to interact with others by learning together while undertaking group activities. Having the ability to include them, schools improve the overall sense of belonging for disabled students by creating a support awareness campaign among average students.
Arrangement of disabled and average students:
In support of the student, the article postulates that one student with a disability should be team-paired with two non-disabled students (Garrett, 2021). This will encourage chatting and learning about each other’s likes and dislikes while working on collaborative projects for service. Students can bond and contribute to the community through the same interactions. The sense of belonging for these special education students is enhanced. Empathy and understanding would also be promoted by fostering the spirit of coexistence among all the students.
Personal View
In my critique, I find the article “Ways To Improve The Sense Of Belonging In Students With Disabilities” very informative and relevant as it essentially dealt with the vital topic of inclusive environment making space for students with disabilities. These are the strategies described, such as games, field trips, and grouping students, among others, which may be suitable and give children a sense of belonging. Then again, more concrete examples or case studies that practically illustrate the strategies to make them much easier to apply in the field would have been excellent.
Conclusion
Conclusively, the article underscores continued commitment to improving the sense of belonging for disabled students. It suggests strategies like incorporating games, organizing field trips, and grouping students that will foster inclusion and equal treatment. All these approaches are meant to provide an environment where students with disabilities should feel valued, accepted, and included, irrespective of physical conditions. The article provides much valuable information. However, on the contrary, it could have been more specific towards real-time examples and experiences, along with the strategies discussed to support the context of writing.
Reference
Garrett (2021). Ways To Improve The Sense Of Belonging In Students With Disabilities
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