Part 1

Inclusion matters are not as easy as they seem. Anyone without sufficient knowledge on the matter might take it literally, but there is more than what meets the eye. There are several facets involved, and they must fit together for success to be actualized. The mere aspect of placing disabled students with non-disabled students does not result to the success of inclusion. Everyone involved is required to put in some effort for positive results to be attained.

Among the factors that determine whether inclusion becomes successful or not, is the ability of teachers to create learning opportunities for the students.  The opportunities created should be sufficient to an extent that they are meaningful to the students being targeted. Teachers need to evaluate the needs of their students in order to identify what type of opportunities to present to them. Another important factor with the ability of affecting successful inclusion is collaboration among all the participants involved with the activity. Under this respect, special educators should be involved with the planning process. They have sufficient knowledge regarding students with disabilities hence their input would be of immense help. Working in partnership on program implementation and problem solving would also go a long way towards enhancing success in inclusion.

Adoption of appropriate instructional methods also ensures that the inclusion process has been successful. For this to be attained, teachers involved should have appropriate skills and knowledge so as to select appropriate instructional methods based on the needs of every student. They could choose from a variety of options like peer tutoring, team teaching and teacher assistance teams among others. This shows how teachers need to play a significant role in ensuring that a constructive environment with the ability of promoting socialization has been adopted.

Part 2

Terpstra & Tamura (2008) have provided several inclusive strategies that would help improve the participation of children with disabilities. The strategies include teaching specific strategies to peers. Peers under this capacity involve students without disability. Teaching them these strategies helps them to interact with the disabled students. Some of the skills taught include persistence of initiations, responding to varying communication styles and other relevant skills depending on the group of students involved. This makes it easy for the students with disability to participate since they can relate with their peers without any problems.

Maintaining smaller class sizes is also considered as an effective inclusion strategy that would help promote participation. A small class size is easy to manage and gives teachers the ability of evaluating all the students. This helps to develop curriculums that will be best suited for all students.  The probability of attaining rapid results increases as a result.

Terpstra & Tamura (2008) also mention the aspect of training students with disability how to imitate their counterparts. Students without disability are taught how to behave in a desirable manner so that they can act as role models. Students with disability on the other hand, are taught the technique of observing so that they can replicate whatever they have seen from their peers. This improves their interactions hence affecting their levels of participation positively.

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