A Case for the Challenged only?

After reading the article recommended for the creation of our E-books, I got the distinct impression that it conveyed the concern for Inclusive Education. It refers to the Individuals with Disabilities Education Act of 2004 (IDEA) which advocates the use of assistive technology to meet the needs of individual students with disabilities, within the regular classroom. This concern for Inclusive Education was mirrored in the Ministry of Education’s (MoE) Draft Policy for Information and Communications Technology [ICT] in Education (Sept. 2005, p. 33) when it was stated that,

“8.2. Inclusive Education

ICT represents a major opportunity for providing learners an opportunity to develop to their full potential.

8.2.3. The MoE shall use assistive technologies to support those who are physically and mentally challenged.”

What is a regular classroom?

“Today’s typical classroom might include students whose first language is not English; students who are not reading at their reading level; students with behavioural, attentional, nutritional (sic) and motivational problems; students from varied cultural backgrounds; and students classified as gifted. In addition, there are students with particular needs, such as limited vision, motor disabilities, emotional difficulties, speech and language difficulties, and learning disabilities.

(Rose, David H. & Meyer, Anne. (2002, p.5). Teaching every student in the digital age.)

IDEA precludes a separate educational agenda for students with disabilities and holds teachers responsible for ensuring that these students demonstrate progress within the general education system, however, doesn’t the above definition of a regular classroom describes most, if not all, of our students? Shouldn’t the factors discussed for the enhancement of students learning then be equally applicable to all learners? Wouldn’t you agree? Share your thoughts.