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Literature Review

This paper would be a literature review on the title based on the premise and foundation that how can online education support inclusive principles in education. This paper would outline, assess and present a critique of the existing literature upon the subject and how has actually scholars considered and evaluated the impact of online education to support the inclusive principles in education. Basically, inclusive principles is based on the foundation and objective of participation and gaining maximum participation from the individuals which forms the main aim and purpose of imparting education. The principles of inclusion helps in boosting the confidence of the teachers as well as students and nurtures the personality of the individuals therefore. It also helps in reducing the scope, potential and possibility of biases and favour which shadows the basic principles of equity and equality in educational organisations and institutions therefore.

The forth coming paper shall present a brief overview and critique of the existing literature on how has the online education supported and encouraged inclusiveness in education and has it proved effective in doing so. As far as online education is concerned and considered, it has to a great extent helped in promoting inclusiveness in education on some or the other ways and has also proved to be effective and efficient in doing so. The basis of online education and Inclusiveness principle is same in their purpose and objectives which presents and marks that all children come together under common educational settings, connect with the teachers and peers and learn without discrimination.

According to (Guterman, 2021), as far as the online education is concerned, it has paved way for the introvert and under confident peers to present their views in a more confident way as they are not directly in the school and can present their view without any kind of threat or shyness which helps in boosting their confidence and makes the interaction more stand on a dialogue pedestal rather than just being a monologue style which does not promotes inclusiveness. The effectiveness of online education to manifest and encourage the principle of inclusiveness includes certain plans and steps which has been a part of developed and developing technology and other online platforms and applications. The institutions have actually made it easier to facilitate inclusiveness through these defined mediums and styles which are stated and briefed herein.

According to (Glazatov, 2012), the establishment of expected practice standards using the medium of multiple tools like canvas, mails, discussion boards has actually helped and encouraged various students who otherwise are afraid of presenting their opinions and views to present their views openly without any kind of fear and has developed a psychology among the students that participations nurtures growth and academic personality and soundness. The level and scake of consistency in using these mediums and platforms has inculcated a participating discipline in the learners and has effectively capitalised on their psychology. The online education although does have cons too, but this has been one of its major advantages that it has nurtured and developed inclusiveness in the education and as a consequence of which biasness and favour have reduced which demotivates many potential learners and deprives them of their educational and academic growth, evolution and privileges.

According to (Heemskerk et al., 2005), the online education and its correct usage has actually provided a plan for accessibility. The biggest advantage which can be drawn out and inferred from the use of online education is to the students and other learners who are disabled in one or the other ways. The means of online education has helped them provide accessibility to all kinds of materials, lectures and helped a lot in fulfilling their learning needs and requirements. This has to a great scale and extent promoted and encouraged equality in education and development and growth of these disabled individuals and learners who are not so comfortable to attend these learning sessions physically due to their disability which may be of any sort may it be minor or major. This ipso facto means and helps in drawing and inferring the fact that the online education has helped in promoting one of the major aim and objective of Principles of inclusiveness.

According to (Ajaz, 2021), the extent of participation, the scale of access at par with those not disabled and specially abled, the availability of all general as well as special requirements and needs at par with other learners effectively and efficiently helps in determining and concluding the opinion in this literature that online education has at to a large extent promoted equality in education and too have provided quality learning to serious learners and students who actually want to study.

According to (Dyson, 2003), the efforts of the tutors and instructors on online means and platform has also to a large extent help in nurturing the sense of participation in the students as the approach of the tutor plays a very material and relevant tole as far as encouraging and motivating a student is concerned. The efforts of asking questions during live streaming of the sessions and lectures randomly from the students so as to grab their attention, appreciating and praising their efforts to answer a question, ask a question, presenting some views, furnishing some idea in regards to the pedagogy or other academic curricula has actually proven to be far more effective than physical trainings as physical appearance although looks more effective but it may not always lead to a positive winding up and conclusion, which is generally the result in online sessions which has been justified with the statements so delivered above.

The problems as well as the prospects of online education and its linking with effective inclusive education has been understood and interpreted in a wrong and indifferent manner by majority of individuals which has actually withheld to drawn concrete and valid conclusions and inferences therefore. It has been drawn out by various researches and studies that Communication is foremost element and technique which promotes inclusiveness and the persuasion and influence to communicate shall be the major aim, objective and purpose of the instructor and teacher as far as the field of education and its link with inclusive principles is considered and concerned. The first and primary element which forms the base of the urge to assess and evaluate this statement as has been drawn in the literature being referred herein is the willingness and excitement of the teachers as well as the students interact with each other and act in favour of each other for ensuring the fulfilment of academic needs, requirements and interests and promote inclusiveness either directly or indirectly.

According to (Tawagi, 2015), the major aim of education shall be to promote inclusiveness and treating the students and learners at par to each other as far as imparting effective education and learning. This literature draws effective observations that there are majorly twos indicators of inclusiveness as far as online education is considered and the two parameters are socio cultural as well as technical adaptability.

As far as socio cultural adaptability is considered, the students shall be encouraged and taught to accept others with disabilities and helping them nurture their academic growth and as a consequence promoting the principles of inclusiveness and inclusive participation of all the students, ignoring their physical disabilities and other socio-cultural disparities. Online education has effectively helped in achieving these standards and have promoted effective inclusion and participation of the masses without any kind of fear and threat of the acceptance, recognition and acknowledgement (Kundu, 2018).

Apart from pros of online education in ensuring upholding of the principles of inclusiveness, it has also been indirectly drawn and inferred in the study and this literature that the compliance of online education has to a great extent reduced the effectiveness of online education and found that the software used for online education in the present times fail to meet the standards and principles of inclusivity and it is urged for the educational institutions and organisations to resort to analogue forms, procedures and mechanism to be more effective.

The major issues which have been found as far as online education and learning is concerned and the principles of inclusion and inclusiveness is concerned, it could be drawn and inferred from the critical assessment of the literature in this particular context is the issues of disability, gender, ethnicity and social issues. The gender and ethnicity issues has resulted in a lack of effectiveness for imparting the principles of inclusiveness and inclusive growth and development of the students therefore. It has been found that the gender and the ethnicity, class issues are the major issues which still remain unaddressed and special individuals face immense fear and criticisms wherein they put in efforts to nurture themselves and trying to build up an image in the society using academic learnings as their base. The issues of socio-economic backgrounds and class still is a major problem which needs to be addressed on priority for the purpose of nurturing the growth of the individuals.

The above paper presents a clear stand upon the online education and answers the title question which states that has online education proved to be effective in dealing with the principles and policies of inclusiveness or not. The answer has been provided both in affirmative and negative. The major pros and loopholes have been effectively discussed and described in the above paper and remedies also have been provided for making online education more effective and how the principles and aim of inclusiveness could be promoted in the best possible manner through online education for the good of the learners at par and avoiding and restricting any kind of special treatment and prejudice to any set or community of the students therefore.

The above paper has basically critiqued and assessed the existing literature upon online education and its effectiveness for promoting the inclusiveness in the educational learning of the students via the means of participation and encouragement therefore. The main purpose of inclusiveness is to promote the inclusion of disabled students and also to include those students who due to their gender and ethnic issues fear to face the environment of the school and the possible reaction of the teachers and co-students towards these special students. It can be synthesised from above literature analysis that online education has in some stages proved to effective as well as in some cases been ineffective too as far as promotion of the concept of inclusiveness is concerned as the observations have been drawn from the views and researches of different authors of different literatures on different timelines and therefore conclusions have been drawn accordingly therefore. This paper has critically evaluated the impacts of online education too and discussed the procedures which have proved and justified the efficacy in promotion of inclusiveness therefore.

References

Ajaz, N. (2021). Teaching the Privileged? Observations on the (UN) Inclusiveness of Online Education during Pandemic. Pakistan Journal Of Distance And Online Learning, 7(1).

Dyson, L. E. (2003). Contructing Shared Online Learning Environments for Indigenous Cultural Inclusiveness. In International Conference on Information Technology Based on Higer Education and Training. APRIMT.

Glazatov, T. R. (2012). Inclusiveness in Online Programs: Disability Issues and Implications for Higher Education Administrators. Journal of Applied Learning Technology, 2(1).

Guterman, L. (2022). Inclusiveness of Online Education: Problems and Prospects. In XIV International Scientific Conference “INTERAGROMASH 2021” (pp. 365-373). Springer, Cham.

Heemskerk, I., Brink, A., Volman, M., & Ten Dam, G. (2005). Inclusiveness and ICT in education: a focus on gender, ethnicity and social class. Journal of computer assisted learning, 21(1), 1-16.

Kundu, A. (2018). Blended learning in Indian elementary education: Problems and prospects. Journal of Online Learning Research, 4(2), 199-227.

Tawagi, A. L., & Mak, A. S. (2015). Cultural inclusiveness contributing to international students' intercultural attitudes: Mediating role of intergroup contact variables. Journal of Community & Applied Social Psychology, 25(4), 340-354.

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